Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers
Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers
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DOI：
10.1111/j.1467-9450.2005.00468.x
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发表时间：
2005-08-01
影响因子：
2.1
通讯作者：
Jensen, MN
中科院分区：
文献类型：
--
作者：
Elbro, C;Jensen, MN
阅读障碍的研究关注的是词汇的语音表征质量。它将阅读障碍患者的言语学习研究从学习新词汇项目（假名）扩展到学习已知单词的更明确的变体。研究对象为19名4 ~ 6年级的阅读障碍青少年和19名2年级的正常阅读者。阅读困难者在非词阅读和音素意识方面的表现明显优于阅读年龄控制者。阅读障碍者也花了更长的时间来学习将一组假名与人物的图片联系起来，尽管阅读障碍者学会将熟悉的名字与图片联系起来的速度与对照组一样快。新的语音表征的单词的收购进行了研究，在模仿任务，最大限度地不同的发音长，熟悉的话。在这项任务中，诵读困难者比对照组获得的要少。他们也获得了较少的一个措施，从音素替代任务与相同的话，在独特性任务。结果解释的假设，指定不好的语音表示可能是一个潜在的问题，在阅读障碍。
This study of dyslexia was concerned with the quality of phonological representations of lexical items. It extended the studies of verbal learning in dyslexia from learning new vocabulary items (pseudo-names) to the learning of more well-specified variants of known words. The participants were 19 dyslexic adolescents in grades 4 to 6 and 19 younger normal readers in grade 2 matched on single word decoding. The dyslexics were significantly outperformed by the reading-age controls in non-word reading and in phoneme awareness. The dyslexics also took longer time to learn to associate a set of pseudo-names with pictures of persons although the dyslexics learned to associate familiar names with pictures as quickly as the controls did. The acquisition of new phonological representations of words was studied in an imitation task with maximally distinct pronunciations of long, familiar words. The dyslexics gained less than the controls in this task. They also gained less on one measure taken from a phoneme substitution task with the same words as in the distinctness task. The results are interpreted in the light of the hypothesis that poorly specified phonological representations may be an underlying problem in dyslexia.