Wimmer H
University of Salzburg, Austria.
J Exp Child Psychol. 1996 Feb;61(1):80-90. doi: 10.1006/jecp.1996.0004.
This study examined whether dyslexic children learning to read German show the same nonword reading deficit, which is characteristic of dyslexic children learning to read English (Rack, Olson, & Snowling, 1992), a deficit which is taken as evidence for a phonological impairment underlying dyslexia. Because the German writing system, in contrast to English, exhibits comparatively simple and straightforward grapheme-phoneme correspondences, the generality of the nonword reading deficit across different alphabetic systems seemed questionable. Actually, it was found that 10-year-old dyslexic children learning to read German exhibited rather high reading accuracy for nonwords when compared to that typically found among dyslexic children learning to read English. Nevertheless, the children learning German did exhibit a nonword reading deficit. Specifically, their speed for nonwords was impaired in relation to younger control (nondyslexic) children matched on reading speed for frequent words. This nonword reading deficit was observed for nonwords with little similarity to existing German words as well as for nonwords which were analogous to short, frequent content words. It is hypothesized that dyslexic children learning German do not differ from dyslexic children learning English in their underlying phonological impairment, but that they do differ with respect to the expression of this impairment.
本研究考察了学习阅读德语的诵读困难儿童是否表现出与学习阅读英语的诵读困难儿童相同的非词阅读缺陷（拉克、奥尔森和斯诺林，1992），这种缺陷被视为诵读困难背后语音损伤的证据。与英语不同，德语书写系统呈现出相对简单直接的字素-音素对应关系，因此非词阅读缺陷在不同字母系统中的普遍性似乎值得怀疑。实际上，研究发现，与学习阅读英语的诵读困难儿童相比，学习阅读德语的10岁诵读困难儿童在非词阅读方面表现出相当高的准确性。然而，学习德语的儿童确实表现出非词阅读缺陷。具体而言，与在常用词阅读速度上匹配的较年轻对照（非诵读困难）儿童相比，他们阅读非词的速度受到了损害。无论是与现有德语单词相似度较低的非词，还是与简短常用实词类似的非词，都观察到了这种非词阅读缺陷。据推测，学习德语的诵读困难儿童在潜在的语音损伤方面与学习英语的诵读困难儿童并无差异，但在这种损伤的表现方面存在差异。
