Phonological working memory and reading in students with dyslexia
Phonological working memory and reading in students with dyslexia
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DOI：
10.3389/fpsyg.2014.00746
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发表时间：
2014-07-18
影响因子：
3.8
通讯作者：
de Avila, Clara R. B.
中科院分区：
文献类型：
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作者：
de Carvalho, Carolina A. F.;Kida, Adriana de S. B.;de Avila, Clara R. B.
目的：要调查的流畅性，阅读理解和语音处理（操作和短期记忆）的相关参数，并确定潜在的相关性在阅读障碍和在没有阅读difficulties.Method：115名学生从小学三至八年级被分为对照组（CG）和组与阅读障碍（GDys）。阅读的单词，假词和文本（解码），听力和阅读理解，语音短期和工作记忆（重复的假词和数字跨度）进行了evaluated.Results：组间比较显示解码，语音短期记忆（重复的假词）和文本连接问题（TC）的答案阅读理解的显着差异，与GDys确定的最差性能。在这一组中，假词重复与TC答案和听力总成绩均呈负相关。阅读障碍者的操作记忆和短时记忆（数字广度）与流畅性和阅读理解参数之间没有相关性。对于无抱怨的被试，阅读流畅性的某些参数与假词的重复之间存在正相关，听力理解中回答文字问题与数字的顺序和逆序重复之间也存在正相关。结论：GDys和CG在听力理解、外显信息理解和空缺填补推理方面表现相似。在阅读解码、语音短时记忆（假词）和依赖于阅读中的语篇衔接理解的推理方面，GDys的学生表现最差。假词重复与听力理解中的TC答案和总分均呈负相关。
Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.