DYSLEXIA IN ADULTS - EVIDENCE FOR DEFICITS IN NON-WORD READING AND IN THE PHONOLOGICAL REPRESENTATION OF LEXICAL ITEMS
DYSLEXIA IN ADULTS - EVIDENCE FOR DEFICITS IN NON-WORD READING AND IN THE PHONOLOGICAL REPRESENTATION OF LEXICAL ITEMS
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DOI：
10.1007/bf02648162
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发表时间：
1994-01-01
影响因子：
2.3
通讯作者：
PETERSEN, DK
中科院分区：
文献类型：
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作者：
ELBRO, C;NIELSEN, I;PETERSEN, DK
阅读和语言技能方面的困难从童年一直持续到成年，这是本文关注的问题。研究的目的有两个：(1)寻找成人阅读过程的测量方法，以验证成人在上学期间学习阅读困难的回顾性报告；(2)寻找语音处理基本缺陷的迹象，这可能指向阅读困难的潜在原因。报告有学习阅读困难史的成年人（n = 102）与没有类似历史的成年人（n = 56）相比，在阅读中明显存在语音编码障碍。他们对书面文章的理解障碍较小，这种理解障碍可以用语音困难来解释。许多迹象表明，即使考虑到语义单词知识、音位意识、教育水平和日常阅读习惯，阅读中语音编码技能较差的成年人（即阅读障碍）在口语单词的语音表征方面也存在基本缺陷。有研究表明，诵读困难症患者对口语单词的语音表征不太明显。
Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n = 102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n = 56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words.