Seymour P H
Department of Psychology, The University, Dundee, Scotland, UK.
Br J Psychol. 1987 Nov;78 ( Pt 4):483-506. doi: 10.1111/j.2044-8295.1987.tb02264.x.
A cognitive model of basic reading functions is described together with experimental procedures that may be used to investigate the efficiency and operation of its components in individual subjects. Illustrative results obtained from competent and impaired readers aged about 11 years are presented. Competent reading, defined in terms of efficiency within a morphemic route to phonology, may be achieved despite quite marked inefficiencies in adjacent systems, including a grapheme-phoneme translation process. Both these functions are typically impaired in poor readers, although the balance of relative impairment may vary. The index of relative impairment may be used to define subtypes of disability, referred to as phonological dyslexia and morphemic dyslexia. However, this procedure did not identify groups of subjects who shared a common set of processing characteristics. Some theoretical and diagnostic implications are discussed.
本文描述了一个基本阅读功能的认知模型以及可用于研究个体受试者中其组成部分的效率和运作的实验程序。呈现了从大约11岁的阅读能力正常和有阅读障碍的读者那里获得的说明性结果。尽管相邻系统存在相当明显的低效情况，包括字母音素转换过程，但在词素到音系的路径内，根据效率定义的正常阅读仍可实现。这两种功能在阅读能力差的读者中通常都会受损，尽管相对受损的程度可能有所不同。相对受损指数可用于定义残疾亚型，即语音性阅读障碍和词素性阅读障碍。然而，该程序并未识别出具有共同处理特征集的受试者群体。文中还讨论了一些理论和诊断方面的意义。
