Vizzi Francesca, Iaia Marika, Carlino Maria Diletta, Marinelli Chiara Valeria, Turi Marco, Angelelli Paola
Department of Human and Social Sciences, University of Salento, 73100 Lecce, Italy.
Laboratory of Applied Psychology and Intervention, Department of Experimental Medicine, University of Salento, 73110 Lecce, Italy.
Brain Sci. 2024 Jul 15;14(7):712. doi: 10.3390/brainsci14070712.
The issue of literacy challenges among dyslexic adults remains a significant concern. This study investigates spelling deficits among highly educated adults with dyslexia learning a transparent orthography. Thirty-eight Italian dyslexic university students were examined and compared to a group of age- and education-matched typical readers. Firstly, we analyzed spelling performance using a Passage Dictation Test. Additionally, lists of words varying in length and word frequency were dictated under two experimental conditions: a normal condition (NC) and an articulatory suppression condition (ASC). The ASC assessed the participants' ability to spell with interference to the phonological (sublexical) spelling procedure, i.e., the most likely compensated spelling strategy of Italian dyslexic spellers. The results clearly indicated that, in spelling the meaningful passage, dyslexic participants underperformed compared to the controls, with a prevalence of lexical errors, despite the comparison with the normative reference data showing only mild spelling difficulties. In spelling isolated words in normal conditions, dyslexic participants performed within the reference norms and as accurately as control participants across all stimuli (short words, high- and low-frequency words), except for long words, where their spelling difficulties were evident. Articulatory suppression significantly impaired dyslexics' performance on short stimuli, reducing the usual sublexical advantage associated with them, and exacerbated misspellings on long words. Additionally, articulatory suppression disproportionately affected dyslexics' performance on high-frequency words, diminishing the typical lexical advantage associated with these words. Results are discussed in terms of their theoretical, clinical, and educational implications.
成年诵读困难者的读写能力挑战问题仍然是一个重大关注点。本研究调查了患有诵读困难的高学历成年人在学习一种透明正字法时的拼写缺陷。对38名意大利诵读困难大学生进行了测试，并与一组年龄和教育程度匹配的典型阅读者进行了比较。首先，我们使用段落听写测试分析拼写表现。此外，在两种实验条件下听写了长度和词频不同的单词列表：正常条件（NC）和发音抑制条件（ASC）。ASC评估了参与者在语音（次词汇）拼写过程受到干扰的情况下拼写的能力，即意大利诵读困难拼写者最可能采用的代偿性拼写策略。结果清楚地表明，在拼写有意义的段落时，诵读困难参与者的表现不如对照组，词汇错误普遍存在，尽管与规范参考数据相比仅显示出轻微的拼写困难。在正常条件下拼写孤立单词时，诵读困难参与者在所有刺激（短单词、高频和低频单词）下的表现都在参考规范范围内，并且与对照参与者一样准确，但长单词除外，他们在长单词上的拼写困难很明显。发音抑制显著损害了诵读困难者在短刺激上的表现，减少了通常与之相关的次词汇优势，并加剧了长单词的拼写错误。此外，发音抑制对诵读困难者在高频单词上的表现产生了不成比例的影响，削弱了与这些单词相关的典型词汇优势。我们从理论、临床和教育意义方面对结果进行了讨论。
