Lamm O, Epstein R
School of Education, University of Haifa, Israel.
Neuropsychologia. 1994 Jul;32(7):757-85. doi: 10.1016/0028-3932(94)90016-7.
This study examined dichotic listening performance in different subtypes of developmental dyslexia under high and low verbal work load conditions. Free recall tests of digits and words were administered to 320 dyslexic children from grade 3 to grade 10 and their matched controls. Results indicate significant differences within subtypes. Surface dyslexics manifested extreme ear neglect or total performance collapse but only under high verbal work load conditions. Phonological dyslexia was distinguished by poor total performance both under high and low work load levels. Visuo-motor dyslexics, however, did not differ in any measure from their controls. These results lend support to the contention that the main neuropsychological factor impeding reading acquisition varies according to dyslexia subtype.
本研究考察了在高言语工作负荷和低言语工作负荷条件下，不同亚型发展性阅读障碍患者的双耳分听表现。对320名三年级至十年级的阅读障碍儿童及其匹配的对照组进行了数字和单词的自由回忆测试。结果表明各亚型之间存在显著差异。表层阅读障碍患者表现出极端的对侧耳忽视或整体表现完全崩溃，但仅在高言语工作负荷条件下如此。语音阅读障碍的特征是在高工作负荷和低工作负荷水平下整体表现都较差。然而，视动性阅读障碍患者在任何测量指标上与对照组均无差异。这些结果支持了这样一种观点，即阻碍阅读习得的主要神经心理学因素因阅读障碍亚型而异。
