Wolf M, Bally H, Morris R
Child Dev. 1986 Aug;57(4):988-1000. doi: 10.1111/j.1467-8624.1986.tb00260.x.
In this longitudinal investigation, the development of word-retrieval speed and its relationship to reading was studied in 72 average and 11 severely impaired readers in the kindergarten to grade 2 period (5-8 years). Subjects received a battery of 3 reading measures and 4 continuous naming tests with varied stimulus requirements. Results indicated that the relationship of retrieval speed to reading is a function of development and the correspondence between higher- and lower-level processes in the specific retrieval and reading measures. As automaticity in retrieval developed in average readers, naming-speed/reading relationships moved from strong, general predictions to highly differentiated ones. The strongest correlations were between naming speed for graphological stimuli and lower-level reading tasks. Impaired readers performed slower than average readers on all naming measures across all years, particularly on graphological symbols. 3 dyslexic subgroups emerged: the largest was globally impaired across all naming rate and reading tasks; 2 smaller subgroups had early specific, retrieval-rate deficits and dissociated reading deficits.
在这项纵向研究中，对72名普通读者和11名阅读严重受损的读者在幼儿园至二年级阶段（5至8岁）的词汇检索速度发展及其与阅读的关系进行了研究。受试者接受了一系列3项阅读测试和4项具有不同刺激要求的连续命名测试。结果表明，检索速度与阅读的关系是发展的函数，以及特定检索和阅读测试中高层和低层过程之间的对应关系。随着普通读者检索自动化的发展，命名速度/阅读关系从强烈的、一般的预测转变为高度分化的预测。最强的相关性存在于字形刺激的命名速度与低层阅读任务之间。在所有年份的所有命名测试中，受损读者的表现都比普通读者慢，尤其是在字形符号方面。出现了3个阅读障碍亚组：最大的一组在所有命名速度和阅读任务上都存在整体受损；另外2个较小的亚组有早期特定的检索速度缺陷和分离的阅读缺陷。
