Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability.
Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability.
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DOI：
10.3389/fpsyg.2015.01635
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发表时间：
2015
影响因子：
3.8
通讯作者：
Stacy M
中科院分区：
文献类型：
--
作者：
Kibby MY;Dyer SM;Vadnais SA;Jagger AC;Casher GA;Stacy M
视觉处理缺陷是否在阅读障碍（RD）中普遍存在，以及是否与一般阅读能力相关，已经争论了几十年。虽然视觉辨别和短时记忆（STM）可能更常见地与阅读能力有关，但受影响的视觉处理类型也存在争议。阅读障碍经常与多动症共病，多动症儿童经常有亚临床阅读问题。因此，ADHD儿童在本研究中被用作对照组。ADHD和RD可能在视觉处理方面分离。然而，RD可能与视觉辨别力和顺序STM的缺陷有关，ADHD与视觉空间处理的缺陷有关。因此，我们假设RD儿童的表现比对照组和ADHD儿童差，仅在视觉辨别力和视觉STM（需要记忆来维持秩序）方面。我们希望所有的组都能在不需要顺序处理的视觉短时记忆的测量上进行测试。我们发现RD或ADHD儿童的视觉辨别力和视觉短时记忆不需要顺序处理的措施是相称的控制。相比之下，两个RD组（RD，RD/ADHD）的表现比对照组差的视觉STM的措施，需要记忆的顺序，和儿童共病RD/ADHD的表现比ADHD。此外，三个视觉措施，只有顺序视觉STM预测阅读能力。因此，我们的研究结果表明，有一个赤字的视觉序列STM是特定的RD和相关的基本阅读能力。这种缺陷的来源值得进一步研究，但它可能包括对秩序的记忆减少和语言调解能力下降。
Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation.