Kershner J R
Child Dev. 1977 Mar;48(1):61-7.
A group of 10 reading-disabled children with average intelligence were compared with 11 good readers of average intelligence and 12 academically accelerated, gifted children on their recognition of words presented tachistoscopically under simultaneous, bilateral viewing conditions. The poor readers were inferior in right-field performance compared with the gifted children and good readers. With IQ as a covariate, the poor readers produced a higher left-field score and a lower visual-field difference score in comparison with the gifted children. It is argued that the skills needed to become literate are not isomorphic biologically with general linguistic competence. The results suggest (1) that reading acquisition involves enhanced left-hemisphere decoding of written language and (2) that reading disability is related to the prevalence of a right-hemisphere-based perceptual coding strategy.
一组10名智力中等的阅读障碍儿童与11名智力中等的优秀阅读者以及12名学业加速的天才儿童进行了比较，比较内容是他们在同时双侧视觉条件下对速示呈现的单词的识别能力。与天才儿童和优秀阅读者相比，阅读能力差的儿童在右视野表现上较差。以智商作为协变量，与天才儿童相比，阅读能力差的儿童左视野得分更高，视野差异得分更低。有人认为，识字所需的技能在生物学上与一般语言能力并不等同。结果表明：（1）阅读习得涉及左半球对书面语言解码能力的增强；（2）阅读障碍与基于右半球的感知编码策略的普遍存在有关。
