Memory performance of children with dyslexia: A comparative analysis of theoretical perspectives
Memory performance of children with dyslexia: A comparative analysis of theoretical perspectives
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DOI：
10.1177/002221940303600303
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发表时间：
2003-05-01
影响因子：
3
通讯作者：
Lawson, JS
中科院分区：
文献类型：
--
作者：
Howes, NL;Bigler, ED;Lawson, JS
本研究使用代表 RD 亚型三种理论观点的方法检查了阅读障碍儿童 (RD) 的记忆表现：语音缺陷模型、双路径模型和语音核心变量差异模型。分析将 45 名 RD 儿童的连续记忆、语言学习和抽象视觉空间记忆表现与年龄 (CA) 和阅读水平 (RL) 匹配的对照进行比较，使用每个理论模型的亚型识别方法对 RD 儿童进行分类。语音缺陷和双路径比较表明，无论亚型如何，RD 儿童在所有记忆任务上的表现都比 CA 匹配的参与者更差，而比 RL 匹配的参与者更好。语音核心变量差异方法产生了三种 RD 亚型，其中两种亚型相对于 CA 和 RL 对照组表现出独特的记忆缺陷。语音核心变量差异模型比其他两个模型解释了更多的记忆性能差异。
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.