Marchetti Rebecca, Pinto Serge, Spieser Laure, Vaugoyeau Marianne, Cavalli Eddy, El Ahmadi Abdessadek, Assaiante Christine, Colé Pascale
Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France.
Laboratoire de Psychologie Cognitive (LPC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France.
Brain Sci. 2023 Jan 27;13(2):210. doi: 10.3390/brainsci13020210.
Phonemic processing skills are impaired both in children and adults with dyslexia. Since phoneme representation development is based on articulatory gestures, it is likely that these gestures influence oral reading-related skills as assessed through phonemic awareness tasks. In our study, fifty-two young dyslexic adults, with and without motor impairment, and fifty-nine skilled readers performed reading, phonemic awareness, and articulatory tasks. The two dyslexic groups exhibited slower articulatory rates than skilled readers and the comorbid dyslexic group presenting with an additional difficulty in respiratory control (reduced speech proportion and increased pause duration). Two versions of the phoneme awareness task (PAT) with pseudoword strings were administered: a classical version under time pressure and a delayed version in which access to phonemic representations and articulatory programs was facilitated. The two groups with dyslexia were outperformed by the control group in both versions. Although the two groups with dyslexia performed equally well on the classical PAT, the comorbid group performed significantly less efficiently on the delayed PAT, suggesting an additional contribution of articulatory impairment in the task for this group. Overall, our results suggest that impaired phoneme representations in dyslexia may be explained, at least partially, by articulatory deficits affecting access to them.
诵读困难的儿童和成人的音素处理技能都会受损。由于音素表征的发展基于发音动作，这些动作很可能会影响通过音素意识任务评估的与口头阅读相关的技能。在我们的研究中，52名有或没有运动障碍的年轻诵读困难成人以及59名熟练阅读者进行了阅读、音素意识和发音任务。两个诵读困难组的发音速度比熟练阅读者慢，并且合并症诵读困难组在呼吸控制方面存在额外困难（言语比例降低，停顿时间增加）。我们实施了两个版本的带有假词串的音素意识任务（PAT）：一个是有时间压力的经典版本，另一个是延迟版本，在这个版本中，获取音素表征和发音程序更加容易。在两个版本中，诵读困难的两个组的表现都不如对照组。尽管两个诵读困难组在经典PAT上表现相当，但合并症组在延迟PAT上的效率明显更低，这表明发音障碍对该组在任务中的表现有额外影响。总体而言，我们的结果表明，诵读困难中受损的音素表征至少部分可以由影响获取这些表征的发音缺陷来解释。
