Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies
Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies
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DOI：
10.1037//0022-0663.94.2.272
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发表时间：
2002-06-01
影响因子：
4.9
通讯作者：
Mayringer, H
中科院分区：
文献类型：
--
作者：
Wimmer, H;Mayringer, H
两项大型研究发现，相当数量的德语儿童（3年级）在阅读和拼写困难之间存在明显的分离。这些解离是预期的，因为德国表现出高度的规律性，在方向上的字素音素（前向规律性），但不是在方向上的音素字素（后向规律性）。高的前向规律性允许在阅读中依赖语音处理（即使在高级流畅的阅读中），而低的后向规律性则需要在拼写中依赖正字法记忆表征。在没有拼写困难的情况下，阅读不流畅只与入学时评估的命名速度缺陷有关，而与语音记忆或语音意识缺陷无关。相反，一个具体的拼写赤字之前的语音赤字。
Two large studies identified substantial numbers of German-speaking children (Grade 3) with marked dissociations between reading and spelling difficulties. These dissociations were expected because German exhibits high regularity in the direction of graphemes to phonemes (forward regularity) but not in the direction of phonemes to graphemes (backward regularity). High forward regularity allows reliance on phonological processing in reading (even in advanced fluent reading), whereas low backward regularity requires reliance on orthographic memory representations in spelling. Dysfluent reading in the absence of spelling difficulties was associated only with a naming speed deficit-assessed at school entrance-but not with phonological memory or phonological awareness deficits. In contrast, a specific spelling deficit was preceded by phonological deficits.