Yamaguchi Daisuke, Hiratani Michio, Matsuura Naomi, Fujisawa Takashi X, Takiguchi Shinichiro, Fujioka Toru, Kono Toshihiro, Ishizaka Ikuyo, Tomoda Akemi
Faculty of Health and Medical Sciences, Aichi Shukutoku University, Aichi, Japan; Division of Developmental Higher Brain Functions, United Graduate School of Child Development, University of Fukui, Fukui, Japan; Hiratani Clinic for Developmental Disorders of Children, Fukui, Japan.
Division of Developmental Higher Brain Functions, United Graduate School of Child Development, University of Fukui, Fukui, Japan; Hiratani Clinic for Developmental Disorders of Children, Fukui, Japan.
Brain Dev. 2022 Jun;44(6):361-371. doi: 10.1016/j.braindev.2022.02.006. Epub 2022 Mar 15.
We examined the differences in reading skills between Japanese students with developmental dyslexia (DD) having developmental disorders who had borderline IQ (BIQ) and those who had normal IQ (NIQ), and the influence of cognitive factors through subscale scores of the Wechsler Intelligence Scale for Children - Fourth Edition on the reading skills of all students with DD having developmental disorders.
One-way analysis of variance revealed differences in reading scores among the four groups (DD with NIQ, DD with BIQ, as well as non-DD with NIQ and non-DD with BIQ as control groups). To examine the influence of cognitive factors, we used multiple regression analysis for all participants, and then for participants with DD.
Regarding hiragana nonword fluency reading, no difference was observed between the two DD groups, and cognitive factors did not affect the performance of all participants with DD. Concerning hiragana word fluency reading, DD with NIQ group performed better than DD group with BIQ, and working memory index affected reading skills of participants with DD. Regarding kanji accuracy reading, DD with NIQ group performed better than DD with BIQ group, and processing speed index affected performance of participants with DD.
The results of hiragana reading suggest that the two DD groups shared similar weak sub-lexical route processing, while the acquisition of lexical route processing was hindered by lower IQ and weak phonological working memory in transparent phonographic hiragana reading. For kanji reading, lower IQ and weak visuomotor processing ability hampered the learning of visually complex logographic kanji characters.
我们研究了患有边缘智力（BIQ）的发育性阅读障碍（DD）日本学生与智力正常（NIQ）的日本学生在阅读技能上的差异，以及通过韦氏儿童智力量表第四版的分量表分数所反映的认知因素对所有患有发育障碍的DD学生阅读技能的影响。
单因素方差分析显示四组（NIQ的DD组、BIQ的DD组，以及作为对照组的NIQ的非DD组和BIQ的非DD组）在阅读分数上存在差异。为了研究认知因素的影响，我们对所有参与者进行了多元回归分析，然后对患有DD的参与者进行了分析。
关于平假名非词流畅性阅读，两个DD组之间未观察到差异，且认知因素并未影响所有患有DD的参与者的表现。关于平假名单词流畅性阅读，NIQ的DD组表现优于BIQ的DD组，且工作记忆指数影响了患有DD的参与者的阅读技能。关于汉字准确性阅读，NIQ的DD组表现优于BIQ的DD组，且加工速度指数影响了患有DD的参与者表现。
平假名阅读结果表明，两个DD组在次词汇通路加工方面存在相似的薄弱环节，而在透明拼音文字平假名阅读中，较低的智商和较弱的心语音工作记忆阻碍了词汇通路加工的习得。对于汉字阅读，较低的智商和较弱的视运动加工能力阻碍了对视觉上复杂的表意汉字的学习。
