Probing Phonological Processing Differences in Nonword Repetition for Children with Separate or Co-Occurring Dyslexia and Developmental Language Disorder
Probing Phonological Processing Differences in Nonword Repetition for Children with Separate or Co-Occurring Dyslexia and Developmental Language Disorder
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DOI：
10.1080/10888438.2020.1849223
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发表时间：
2020-12-18
影响因子：
3.7
通讯作者：
Laing, Spencer
中科院分区：
文献类型：
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作者：
Ehrhorn, Anna M.;Adlof, Suzanne M.;Laing, Spencer
我们用常模参照和实验任务评估了7-9岁儿童的非单词重复(NWR)技能，这些儿童患有阅读困难(仅限阅读困难)、发展性语言障碍(仅限DLD)、DLD+阅读障碍和典型发展(TD)。实验任务操控了音素变异性(非单词内辅音音素之间的差异)和呈现方式(纯音频和视听)，以探索各组之间潜在的语音加工差异。在不同任务中，仅有阅读障碍组和仅有阅读障碍组的表现相似，介于阅读障碍组和学习障碍+阅读困难组之间。在实验任务中，低音素变异性的非词语在两种方式下的产生准确率都较低，而视听呈现有助于准确地重复低音素变异性的非词语。缺乏与音位可变性或呈现方式的群体互动表明，尽管群体存在差异，但潜在的语音表征如何影响任务成绩的相似之处。总体而言，结果表明，较差的NWR与诵读困难和DLD都有关，而共同出现则加剧了这一困难。
We assessed nonword repetition (NWR) skills in 7-9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes within the nonword) and presentation modality (audio-only versus audiovisual) to probe potential phonological processing differences among the groups. Across tasks, the dyslexia-only and DLD-only groups performed similarly to each other and intermediately to the TD and DLD+dyslexia groups. In the experimental task, nonwords with low phonemic variability were produced less accurately in both modalities, and audiovisual presentation facilitated accurate repetition of low phonemic variability nonwords. A lack of a group interaction with phonemic variability or presentation modality suggests similarities, despite group differences, in how underlying phonological representations influence task performance. Overall, results suggest that poor NWR is associated with both dyslexia and DLD, and that co-occurrence compounds this difficulty.