Uncoupling of Reading and IQ Over Time: Empirical Evidence for a Definition of Dyslexia
Uncoupling of Reading and IQ Over Time: Empirical Evidence for a Definition of Dyslexia
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DOI：
10.1177/0956797609354084
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发表时间：
2010-01-01
影响因子：
8.2
通讯作者：
Shaywitz, Sally E.
中科院分区：
文献类型：
--
作者：
Ferrer, Emilio;Shaywitz, Bennett A.;Shaywitz, Sally E.
发展性阅读障碍被定义为个体在阅读中的一种意想不到的困难，这些个体具有被认为是流利阅读所必需的智力和动机，并且也接受了合理的阅读指导。识别与正常和受损的阅读发展相关的因素对诊断、干预和预防具有重要意义。我们发现，在典型的读者，阅读和智商的发展动态地联系在一起，随着时间的推移。这种相互关系在有阅读障碍的读者中是不可察觉的，这表明阅读和认知在这些个体中发展得更加独立。据我们所知，这些研究结果提供了第一个经验性的示范认知和阅读之间的耦合在典型的读者和发展脱钩之间的认知和阅读在阅读障碍的读者。这种分离是最初描述阅读障碍的核心概念，并且仍然是目前这种学习障碍的定义模型的焦点。
Developmental dyslexia is defined as an unexpected difficulty in reading in individuals who otherwise possess the intelligence and motivation considered necessary for fluent reading, and who also have had reasonable reading instruction. Identifying factors associated with normative and impaired reading development has implications for diagnosis, intervention, and prevention. We show that in typical readers, reading and IQ development are dynamically linked over time. Such mutual interrelationships are not perceptible in dyslexic readers, which suggests that reading and cognition develop more independently in these individuals. To our knowledge, these findings provide the first empirical demonstration of a coupling between cognition and reading in typical readers and a developmental uncoupling between cognition and reading in dyslexic readers. This uncoupling was the core concept of the initial description of dyslexia and remains the focus of the current definitional model of this learning disability.