Temple C M
J Psycholinguist Res. 1985 Nov;14(6):523-41. doi: 10.1007/BF01067383.
Recent psycholinguistic investigations have advanced our understanding of the acquired dyslexias. Developmental analogues have been described to some of these disorders. A new case of developmental phonological dyslexia is described here. A.H. is an intelligent 10-year-old boy with no neurological abnormality. Reading and spelling are below age level. A.H. is poorer at reading words than nonwords. The majority of his errors are paralexias: visual, derivations, or visuosemantic. Spelling-to-sound regularity does not affect the ability to read aloud. A.H.'s reading performance is significantly impaired when words are presented typed in reverse order, thereby prohibiting global strategies. Spelling of nonwords is no better than reading of nonwords. Only one-fifth of spelling errors are phonologically valid. A.H. has imperfect development of both the phonological route to reading and the phonological route to spelling.
近期的心理语言学研究增进了我们对后天性阅读障碍的理解。已描述了其中一些障碍的发育类似情况。本文描述了一例发育性语音阅读障碍的新病例。A.H.是一名聪明的10岁男孩，无神经学异常。其阅读和拼写水平低于同龄人。A.H.读单词比读非单词更差。他的大多数错误是错读：视觉性、派生或视觉语义性的。拼写与发音的规律性不影响大声朗读的能力。当单词以倒序打印呈现时，A.H.的阅读表现会显著受损，从而无法采用整体策略。非单词的拼写并不比非单词的阅读好。只有五分之一的拼写错误在语音上是有效的。A.H.在阅读的语音通路和拼写的语音通路上都发育不完善。
