Steinheiser F, Guthrie J T
J Gen Psychol. 1978 Oct;99(2d Half):281-91. doi: 10.1080/00221309.1978.9710514.
It was hypothesized that children with a specific reading disability differ from children of normal reading ability because the former are impaired in extracting speech-like representations from graphemes. Three groups of 12 each of grade school boys and girls participated in timed word comparison tasks which required a "same-different" response. One group was specifically reading deficient, the other groups were matched either on age or on reading level to a deficient group. Monosyllabic word pairs were presented simultaneously by a slide projector. The deficient readers were slower than the two control groups only in a vowel phoneme comparison task and produced response times similar to the control groups for graphemic and visual symbol comparisons. The results are consistent with the hypothesis that the problem in learning to read is due to multiple relationships between spelling (graphemes) and sound (phonemes).
有一种假设认为，患有特定阅读障碍的儿童与具有正常阅读能力的儿童不同，因为前者在从字素中提取类似语音的表征方面存在缺陷。三组各有12名小学男生和女生参加了限时单词比较任务，该任务需要做出“相同-不同”的反应。一组是专门的阅读困难组，其他组在年龄或阅读水平上与困难组相匹配。单音节单词对由幻灯片投影仪同时呈现。阅读困难的读者仅在元音音素比较任务中比两个对照组慢，在字素和视觉符号比较中产生的反应时间与对照组相似。结果与以下假设一致，即阅读学习中的问题是由于拼写（字素）和声音（音素）之间的多重关系。
