Das J P, Mishra R K, Kirby J R
Developmental Disabilities Centre, University of Alberta, Edmonton, Canada.
J Learn Disabil. 1994 Apr;27(4):235-42. doi: 10.1177/002221949402700405.
We tested the hypothesis that children with dyslexia identified by word decoding deficit will be poor in specific cognitive processes that require successive processing and rapid articulation, irrespective of their high or average nonverbal IQ. Children with dyslexia and normally achieving children between 9 years and 11 years of age were divided into four groups comprising average-IQ and high-IQ children with dyslexia and normal readers. All children were administered measures of planning, attention-arousal, simultaneous and successive processes, phonemic segmentation, and nonverbal IQ. Results confirmed the hypothesis: The cognitive tasks that differentiated children with dyslexia from nondyslexic children irrespective of IQ were the successive tasks, as well as two tasks of attention that required articulation and/or phonological coding. Tasks that demanded both phonological coding and articulation correctly classified children with dyslexia and nondyslexic children up to 80%. The importance of remedial training appropriate for alleviating the cognitive and word decoding deficits is discussed.
无论诵读困难儿童的非言语智商是高还是处于平均水平，那些因单词解码缺陷而被确诊为诵读困难的儿童，在需要连续处理和快速发音的特定认知过程中都会表现较差。将9至11岁的诵读困难儿童和正常儿童分为四组，包括平均智商和高智商的诵读困难儿童以及正常阅读者。所有儿童都接受了计划、注意力唤起、同时性和连续性加工、音素分割以及非言语智商的测试。结果证实了这一假设：无论智商如何，将诵读困难儿童与非诵读困难儿童区分开来的认知任务是连续性任务，以及两项需要发音和/或语音编码的注意力任务。同时需要语音编码和发音的任务能够正确区分诵读困难儿童和非诵读困难儿童，准确率高达80%。文中还讨论了适合减轻认知和单词解码缺陷的补救训练的重要性。
