Language deficits in dyslexic children: Speech perception, phonology, and morphology
Language deficits in dyslexic children: Speech perception, phonology, and morphology
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DOI：
10.1006/jecp.1999.2553
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发表时间：
2000-09-01
影响因子：
2.6
通讯作者：
Seidenberg, MS
中科院分区：
文献类型：
--
作者：
Joanisse, MF;Manis, FR;Seidenberg, MS
我们调查了阅读障碍与语言三个方面的关系：言语知觉，语音和形态。阅读和语言任务管理的诵读困难症8-9岁和两个正常红组（年龄匹配和阅读水平匹配）。三个诵读困难组被确定为：语音诵读困难（PD），发育性语言障碍（LI），和全球延迟（延迟型诵读困难）。LI和PD组表现出相似的阅读障碍模式，归因于低语音技能。然而，只有LI组表现出明显的言语知觉缺陷。这表明这种缺陷只影响阅读障碍者的一部分。结果还表明，语音感知正常的儿童的语音障碍。L1和PD组均显示屈曲形态学困难，LI组的损伤更严重。延迟组的阅读和语言技能与年轻的正常阅读者非常接近，这表明这些儿童在阅读和语言技能方面普遍存在延迟，而不是特定的语音障碍。结果进行了讨论的单词识别和阅读障碍的模型。(C)北京大学出版社.
We investigated the relationship between dyslexia and three aspects of language: speech perception, phonology, and morphology. Reading and language tasks were administered to dyslexics aged 8-9 years and to two normal redder groups (age-matched and reading-level matched). Three dyslexic groups were identified: phonological dyslexics (PD), developmentally language impaired (LI), and globally delayed (delay-type dyslexics). The LI and PD groups exhibited similar patterns of reading impairment, attributed to low phonological skills. However, only the LI group showed clear speech perception deficits. suggesting that such deficits affect only a subset of dyslexics. Results also indicated phonological impairments in children whose speech perception was normal. Both the Ll and the PD groups showed inflectional morphology difficulties, with the impairment being more severe in the LI group. The delay group's reading and language skills closely matched those of younger normal readers, suggesting these children had a general delay in reading and language skills, rather than a specific phonological impairment. The results are discussed in terms of models of word recognition and dyslexia. (C) 2000 Academic Press.