Hanley J R, Gard F
Department of Psychology, University of Liverpool, U.K.
Neuropsychologia. 1995 Jul;33(7):909-14. doi: 10.1016/0028-3932(95)00038-5.
This study compares the nature of the reading deficit that was observed in two dyslexic undergraduate students who were severely impaired at reading and spelling compared with normal undergraduates. They both achieved the same (below average) score on the National Adult Reading Test and on the Schonell spelling test. One of them, however, was good at reading and spelling nonwords, had good phonological awareness skills, was better at reading regular than irregular words, and made phonologically accurate reading and spelling errors (i.e. was a surface dyslexic). The other had poor phonological awareness, produced relatively few phonologically accurate spelling errors, and was poor at reading and spelling nonwords (i.e. was a phonological dyslexic). It is particularly noteworthy that such a clear dissociation between surface and phonological forms of developmental dyslexia occurred in two subjects who were closely matched in terms of their overall reading and spelling ability, and also in terms of their memory span and vocabulary. It is argued that this study strengthens the evidence for the existence of qualitatively different types of developmental dyslexia. The findings are also consistent with the view that phonological awareness skills are more closely related to the operation of the phonological rather than the visual reading route.
本研究比较了两名诵读困难的本科生与正常本科生相比在阅读和拼写方面存在的严重缺陷的性质。他们在全国成人阅读测试和肖内尔拼写测试中都取得了相同（低于平均水平）的分数。然而，其中一人擅长阅读和拼写非单词，具有良好的语音意识技能，阅读规则单词比不规则单词表现更好，并且在阅读和拼写时出现语音准确的错误（即表层诵读困难者）。另一人语音意识较差，产生的语音准确的拼写错误相对较少，并且在阅读和拼写非单词方面表现不佳（即语音诵读困难者）。特别值得注意的是，这种发育性诵读困难的表层和语音形式之间的明显分离出现在两名在整体阅读和拼写能力、记忆广度和词汇量方面密切匹配的受试者身上。有人认为，这项研究加强了存在质的不同类型的发育性诵读困难的证据。这些发现也与语音意识技能与语音而非视觉阅读途径的操作更密切相关的观点一致。
