Stevenson H W, Stigler J W, Lucker G W, Lee S, Hsu C, Kitamura S
Child Dev. 1982 Oct;53(5):1164-81.
A common hypothesis has considered apparent differences in the incidence of reading disability in Asian and Western languages to be related to orthographic factors. A reading test was constructed in English, Japanese, and Chinese to assess the validity of this proposal. Large samples of fifth-grade children in Japan, Taiwan, and the United States were given the test and a battery of 10 cognitive tasks. Strong evidence was found that reading disabilities exist among Chinese and Japanese as well as among American children. In discriminating between groups of poor and average readers by means of the cognitive tasks, the combined effects of general information and verbal memory proved to be the most powerful predictors in Japan and Taiwan. General information and coding emerged as the most effective predictors for American children. The results cast doubt upon the crucial significance of orthography as the major factor determining the incidence of reading disabilities across cultures.
一种常见的假设认为，亚洲语言和西方语言在阅读障碍发生率上的明显差异与正字法因素有关。构建了一份英语、日语和中文的阅读测试，以评估这一观点的有效性。日本、台湾和美国的大量五年级学生样本接受了该测试以及一系列10项认知任务。有力证据表明，中国、日本和美国儿童中均存在阅读障碍。在通过认知任务区分阅读能力差和中等的儿童群体时，一般信息和言语记忆的综合作用在日本和台湾被证明是最有力的预测指标。一般信息和编码则成为美国儿童最有效的预测指标。这些结果对正字法作为决定跨文化阅读障碍发生率的主要因素的关键重要性提出了质疑。
