Bonifacci Paola, Tobia Valentina, Sansavini Alessandra, Guarini Annalisa
Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy.
Faculty of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy.
Brain Sci. 2023 Feb 28;13(3):425. doi: 10.3390/brainsci13030425.
Preterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research.
早产与阅读技能缺陷有关，这些缺陷通常不如诵读困难儿童的缺陷严重。为了了解早产儿童阅读过程的特点，我们采用了跨人群和多模态方法，比较了三组儿童在阅读任务中的眼动情况：早产儿童、被诊断为诵读困难的儿童和发育正常的儿童。该研究涉及78名参与者（10.5岁）。在默读两篇文章时记录眼动情况（注视次数和持续时间、扫视幅度和次数、回视次数）；还进行了认知和阅读标准化任务。与早产组和发育正常的儿童相比，诵读困难儿童有更多的注视次数，扫视更频繁且幅度更小。与对照组相比，他们也表现出更多的回视。与其他组相比，早产儿童的注视时间更短。认知和阅读标准化任务证实了诵读困难儿童在阅读方面存在严重延迟，早产儿童在文本阅读速度和理解方面存在一些缺陷。将结合早产儿童阅读过程的潜在机制以及对研究的可能影响来讨论这些结果。
