Department of Psychology, Faculty of Science and Technology, Bournemouth University, Fern Barrow, Poole, Dorset, UK.
School of Psychology, University of Southampton, University Road, Southampton, Hampshire, UK.
Dyslexia. 2022 Aug;28(3):359-374. doi: 10.1002/dys.1721. Epub 2022 Jul 11.
During parafoveal processing, skilled readers encode letter identity independently of letter position (Johnson et al., 2007). In the current experiment, we examined orthographic parafoveal processing in readers with dyslexia. Specifically, the eye movements of skilled readers and adult readers with dyslexia were recorded during a boundary paradigm experiment (Rayner, 1975). Parafoveal previews were either identical to the target word (e.g., nearly), a transposed-letter preview (e.g., enarly), or a substituted-letter preview (e.g., acarly). Dyslexic and non-dyslexic readers demonstrated orthographic parafoveal preview benefits during silent sentence reading and both reading groups encoded letter identity and letter position information parafoveally. However, dyslexic adults showed, that very early in lexical processing, during parafoveal preview, the positional information of a word's initial letters were encoded less flexibly compared to during skilled adult reading. We suggest that dyslexic readers are less able to benefit from correct letter identity information (i.e., in the letter transposition previews) due to the lack of direct mapping of orthography to phonology. The current findings demonstrate that dyslexic readers show consistent and dyslexic-specific reading difficulties in foveal and parafoveal processing during silent sentence reading.
在视副区加工过程中，熟练读者可以独立于字母位置对字母身份进行编码（Johnson 等人，2007 年）。在当前实验中，我们研究了阅读障碍者的字母视副区加工。具体来说，在边界范式实验中记录了熟练读者和成年阅读障碍者的眼动（Rayner，1975 年）。视副区预览与目标词完全相同（例如，nearly）、字母移位预览（例如，enarly）或字母替换预览（例如，acarly）。阅读障碍者和非阅读障碍者在默读句子时都表现出了字母视副区预览效应，并且两个阅读组都在视副区编码了字母身份和字母位置信息。然而，阅读障碍的成年人在词的初始字母的位置信息的早期处理中表现出，与熟练的成年人阅读相比，编码的灵活性较差。我们认为，阅读障碍者由于缺乏字形到语音的直接映射，因此无法从正确的字母身份信息（即字母移位预览）中受益。当前的研究结果表明，阅读障碍者在默读句子时的中心区和视副区加工中表现出一致的和特定于阅读障碍的阅读困难。
