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1.
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In addition, after controlling for phonetic similarity Tallal’s (Brain Lang 9:182–198, 1980) fast transitions account of RD children’s speech perception problems was contrasted with Studdert-Kennedy’s (Read Writ Interdiscip J 15:5–14, 2002) similarity explanation. Results showed no specific RD deficit in perceiving fast transitions. Both phonetic similarity and fast transitions influenced accurate speech perception for RD children as well as CA controls.  相似文献   

2.
The current meta-analysis synthesized findings from profiling research on Chinese children with reading difficulties (RD). We reviewed a total of 81 studies published between 1964 and May 2015, representing a total of 9735 Chinese children. There are 982 effect sizes for the comparison between children with RD and age-matched typically developing (A-TD) children and 152 effect sizes for the comparison between children with RD and reading-level-matched typically developing (R-TD) children on multiple linguistic and cognitive skills. Results showed that compared to A-TD children, children with RD have severe deficits in morphological awareness, orthographic knowledge, phonological awareness, rapid naming, working memory, and visual skills and moderate deficits in short-term memory and motor skills. Compared to R-TD children, children with RD only have moderate deficits in rapid naming and mild deficits in orthographic knowledge. Moderation analyses for the comparison between RD and A-TD children revealed that children with more severe RD show more severe deficits in morphological awareness, phonological awareness, rapid naming, and visual skills. However, neither location (Mainland vs. Hong Kong) nor type of reading screening (character recognition vs. character recognition combined with reading comprehension) emerged as a moderator of the deficit profiles. These findings indicate that Chinese children with RD have deficits on a wide range of cognitive and linguistic skills. Deficits in rapid naming and orthographic knowledge may be potential causal factors for RD in Chinese based on existing evidence. Implications for the diagnosis and instructions of Chinese children with RD were discussed.  相似文献   

3.
This paper presents the results of a follow‐up study of reading difficulties among Spanish‐speaking Latin American children of low socioeconomic background (SES) over four school years. The research started with a group of 93 children with reading difficulties (RD) by 2nd and 3rd grade teachers in four schools and a control group of 63 children without reading difficulties (ND), belonging to the same schools. Both groups were equivalent in age, grade, gender and SES. All children were tested on reading decoding and comprehension, reading and writing pseudo‐words, verbal abilities, visual perception, phonological processing, and the WISC‐R. Neither SES nor IQ accounted significantly for the reading difficulties in the RD group. The most predictive variables of the final reading level in the RD group were phonological processing, verbal abilities, and the initial level of decoding. After four years, 17% of the initial RD children had reached an average level of reading, but 11% of this group remained with severe reading difficulties and may be considered as dyslexic children. The RD children who became average readers were not significantly different from the control group in verbal abilities, nor in phonological processing. Nevertheless, they were significantly different in terms of IQ scores. The neuropsychological characteristics of the children with severe reading difficulties appear similar to those found in children with dyslexia in more developed countries.  相似文献   

4.
In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not show severe difficulties in the use of the phonological route, as in the English language. A sample of 118 participants was selected and organized into three different groups: 40 with RD, 38 normal readers matched in age with the former, and 40 younger normal readers at the same reading level as those with RD. Two experiments were conducted to investigate the effects of lexicality, word frequency, word length, and positional frequency of syllables on lexical decision making and word-naming performance. While the participants were performing the naming task, we recorded what they read to subsequently analyze the form as well as the frequency of naming errors. The present study provides evidence for a deficit in phonological processing in a transparent orthography, particularly in nonword reading, because there were differences between the reading-level-matched groups.  相似文献   

5.
In an opaque orthography like English, phonological coding errors are a prominent feature of dyslexia. In a transparent orthography like Spanish, reading difficulties are characterized by slower reading speed rather than reduced accuracy. In previous research, the reading speed deficit was revealed by asking children to read lists of words. However, speed in list reading sums the time required to prepare an utterance, reaction time (RT), with the time required to say it, response duration (RD). Thus, the dyslexic speed deficit in transparent orthographies could be driven by slow RTs, by slow RDs, or both. The distinction is especially important if developmental readers rely on phonological coding to achieve lexical access because the whole word would have to be encoded before it could be identified. However, while the factors that affect reading RT have been extensively investigated, no attention has been paid to RD. We studied the performance of typically developing and dyslexic Spanish children in an oral reading task. We analysed the impact of word frequency and length on reading accuracy, RT, and RD. We found that accuracy, RT, and RD were affected by word frequency and length for both control and dyslexic readers. We also observed interactions between effects of reader group—dyslexic, typically developing (TD) younger or TD older readers—and effects of lexicality, frequency, and word length. Our results show that children are capable of reading aloud using lexical and sub-lexical coding processes in a transparent orthography.  相似文献   

6.
English- and Spanish-learning infants were tested for perception of 2 synthetic speech contrasts differing in voice onset time. The 2 pairs were chosen so that they were native to either Spanish or English. Using the Visually Reinforced Infant Speech Discrimination (VRISD) paradigm, 6--8-month-old infants were taught to respond to a change in auditory stimuli with a headturn. Correct headturns were reinforced by the activation of a lighted animated toy. While Spanish-learning infants provided evidence of discriminating both English and Spanish contrasts, English-learning infants only provided evidence of discriminating their native contrast. The results are discussed in terms of the role of linguistic experience in the development of speech perception skills in infancy.  相似文献   

7.
Tallal hypothesized that reading disabled children have a domain-general deficit in processing rapidly occurring auditory stimuli that degrades speech perception, thereby limiting phonologic awareness and thus reading acquisition. She predicted they would be disproportionately affected by rapidly presented auditory stimuli. In this study, one hundred 7- to 11-year-old children with learning impairment (LI) and 243 non-learning impaired (NLI) children were evaluated on a two-tone auditory discrimination paradigm. LI committed more errors, but effects of timing were comparable. The same result was obtained for a subsample of good and poor readers. Task performance predicted reading, spelling, and calculation. Neural processes underlying perception of speech and other auditory stimuli may be less effective in poor readers; however, contrary to Tallal's hypothesis, rate may not be specifically affected.  相似文献   

8.
This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children-Revised (< 80; 81-90; 91-109; 110-140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual-orthographic as opposed to phonological processing in English.  相似文献   

9.
To examine whether there are common or specific deficits of reading disability (RD) in first (L1) and second languages (L2), Chinese children (9–11 years, N = 76) with or without RD who learn English as an L2 were studied during a visual word rhyming judgment task. Evidence was found for common deficits in L1 and L2 in visuo-orthographic processes in left inferior temporal gyrus and left precuneus, as well as in phonological processes in left dorsal inferior frontal gyrus as children with RD showed less activation than controls in both languages. Furthermore, the visuo-orthographic deficit appears to be a RD effect, whereas the phonological deficit appears to be a reading/performance effect. Some weak evidence for language specific effects was also found.  相似文献   

10.
This study examined the memory performance of children with reading disabilities (RD) using methodology representative of three theoretical perspectives on RD subtypes: the phonological deficit, dual route, and phonological-core variable-difference models. Analyses compared the serial memory, verbal learning, and abstract visual-spatial memory performance of 45 children with RD to that of chronological-age (CA)- and reading-level (RL)-matched controls, using subtype identification methods from each of the theoretical models to classify children with RD. Phonological deficit and dual route comparisons indicated that children with RD, regardless of subtype, performed more poorly than CA- and better than RL-matched participants on all memory tasks. Phonological-core variable-difference methodology yielded three RD subtypes, two of which exhibited distinctive memory deficits relative to both CA and RL control groups. The phonological-core variable-difference model accounted for more variance in memory performance than either of the other two models.  相似文献   

11.
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children.  相似文献   

12.
Verbal short-term memory deficits are a common characteristic of children with reading problems and may markedly increase the difficulty of learning to read. Previous work suggests that the basis of the short-term memory deficit may involve limitations in phonetic coding. In the present paper, a series of experiments are reviewed which examined the role of phonological processes in short-term memory. First, a developmental study is described in which a significant relationship was found between phonetic processes and verbal memory span, but not between phonetic processes and nonverbal memory. Second, additional studies are reviewed which collectively found that children with reading problems are less accurate at phonetic encoding than are good readers, and that performance on phonetic processing corresponds with verbal memory span. No reading group differences were obtained on nonverbal perception or memory tasks. These findings suggest that both developmental and individual differences in verbal memory span are related to the efficiency of phonological processes. Practical implications of current cognitive research are discussed. The research was supported by NIH Grant HD-01994 to Haskins Laboratories.  相似文献   

13.
Children with developmental reading disabilities (RD) frequently display impaired working memory functioning. However, research has been divergent regarding the characteristics of the deficit. Our investigation addressed this controversy by assessing Baddeley's working memory model as a whole rather than focusing on particular aspects of it, as has been done by much of the research to date. Participants included 20 children with RD and 20 typical readers between the ages of 9 and 13. The phonological loop, visual-spatial sketchpad, and central executive were assessed according to Baddeley's model. The results demonstrated that children with RD have an impaired phonological loop but intact visual-spatial sketchpad and central executive functioning as compared to controls. In terms of the phonological loop, the deficit appears to be specific to the phonological store. Furthermore, our research supports a relationship between phonological processing and phonological loop functioning.  相似文献   

14.
The double-deficit hypothesis (Wolf, 1997; Wolf & Bowers, 1999, this issue) contends that deficits in phonological awareness and deficits in visual naming speed represent two independent causal impediments to reading acquisition for children with developmental reading disabilities (RD). One hundred and sixty-six children with severe RD from 7 to 13 years of age were classified into three deficit subgroups according to a double-deficit framework. A total of 140 children with RD, 84% of the sample, were classified; 54% demonstrated a double deficit (DD), 22% a phonological deficit only (PHON), and 24% a visual-naming speed deficit only (VNS). Diagnostic test profiles highlighted the joint contributions of the two core deficits in depressing written language acquisition. The children in the DD group were more globally impaired than those in the other subgroups, and the VNS group children were the highest achieving and most selectively impaired readers. Following 35 hours of word identification training, sizable gains and significant generalization of training effects were achieved by all subgroups. A metacognitive phonics program resulted in greater generalized effects across the domain of real English words, and a phonological training program produced superior outcomes within the phonological processing domain. The greatest non-word reading gains were achieved by children with only phonological deficits.  相似文献   

15.
This study investigated whether a group of children with reading disabilities (RD) were slower at processing visual information in general (compared to a group of children of comparable age and a group of children of comparable reading level), or whether their deficit was specific to the written word. Computerized backward masking and temporal integration tasks were used to assess the speed of visual information processing. Stimulus complexity (simple, complex) and type (verbal, nonverbal) were varied, creating a 2 x 2 matrix of stimulus conditions: simple nonverbal, complex nonverbal, simple verbal, and complex verbal. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual stimuli, although the effect was magnified when they were processing verbal stimuli. Thus, the results of this study suggest that some youth with reading disabilities have visual temporal processing deficits that compound difficulties in processing verbal information during reading.  相似文献   

16.
Models of Speech Perception and Phonological Processing in Reading   总被引：7，自引：0，他引：7  
Multiple measures of speech perception, phonological awareness, naming speed, verbal short-term memory, and word reading were concurrently administered to 136 third- and fourth-grade children. Structural equation modeling was used to contrast 5 models of the relations of speech perception and phonological processing skills to reading with IQ controlled. The best-fitting model, the Indirect Model, was one in which the effect of speech perception on reading was mediated by its relations with phonological processing abilities. Naming speed was particularly highly associated with speech perception, possible evidence for the Motor Theory. Phonological awareness was also substantially correlated with speech perception.  相似文献   

17.
The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (<80, 80–90, 90–110, >110) and reading disabled (RD) and normally achieving readers (NR) were compared. The findings indicate that IQ scores were not related to the differences between children with RD and NR. We found that reading‐related cognitive deficits do differentiate between RD and NR children. Therefore, IQ scores do not make a significant contribution to our understanding of reading disability.  相似文献   

18.
Phonological processing skills and deficits in adult dyslexics   总被引：13，自引：0，他引：13  
This article presents 4 experiments aimed at defining the primary underlying phonological processing deficit(s) in adult dyslexia. 5 phonological processes, all involving spoken language, were studied: phoneme perception, phoneme awareness, lexical retrieval of phonology, articulatory speed, and phonetic coding in verbal short-term memory. 2 differently ascertained adult dyslexic groups, familial dyslexics (n = 15) and clinic dyslexics (n = 15), were the subjects in each experiment. These dyslexic groups were chosen because deficits that persist until adulthood and that are found in differently ascertained dyslexic groups are more likely to be primary. Each dyslexic group was compared to 2 control groups, chronological age (CA) controls who were similar in age and sex, and younger reading age (RA) controls who were similar in reading age and sex. The main finding was a clear deficit in phoneme awareness in both dyslexic groups, with each dyslexic group performing significantly worse than both CA and RA controls. Moreover, performance on the 2 phoneme awareness tasks together uniquely accounted for substantial variance in nonword reading. The clinic but not the familial dyslexics appeared to have an additional deficit in verbal short-term memory. No clear deficits were found in either dyslexic group in phoneme perception, lexical retrieval, or articulatory speed.  相似文献   

19.
Phonological coding, measured by the oral reading of nonwords, and orthographic coding, measured by the discrimination of words from homophonic nonwords (e.g., rane, rain), were compared for pairs of older children with reading disabilities (RD) and younger nondisabled readers matched on word recognition. Phonological coding was substantially lower for most children with RD, indicating a unique developmental deficit in phonological coding rather than an equal developmental lag across all component reading skills. Data from identical and fraternal twins indicated that the phonological coding deficit of the children with RD was highly heritable and accounted for most of the heritable variance in their word recognition deficits. The deficits of the twins with RD in segmental language skills (rhyming and phoneme segmentation) were related to the heritable variance in their phonological coding deficits. Orthographic coding was not significantly heritable, and it accounted for much of the environmental variance in word recognition deficits. Implications of the results for the remediation of reading disability are discussed.  相似文献   

20.
It has been proposed that the phonological coredeficit that is linked to reading failure hasas its underlying cause a deficit in temporalprocessing. In a multivariate investigationdesigned to examine the temporal processingdeficit hypothesis, thirty reading-disabled(RD) adults, thirty-two normally achievingadults and thirty-one normally achievingchildren (reading-level controls) wereadministered a comprehensive battery thatincluded a wide range of timing tasks, inaddition to reading and phonological measures. Although adults with RD displayed overallperformance that was below that of normallyachieving adults on most of the timing tasks,their performance was not differentiallyinfluenced by rate of stimulus presentation. Although the RD adults displayed the typicalpattern of impaired phonological awareness andpseudoword reading relative to reading-levelmatched children, the reading-disabled adultsoutperformed the children on the timing tasks. Finally, with the exception of continuousnaming, the timing tasks shared little variancewith phonological sensitivity and contributedlittle unique variance to word reading. Although these findings undermine the timingdeficit hypothesis, they do provide evidencefor the involvement of naming deficits inreading disability.  相似文献   

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