Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?
Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?
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半透明拼字法中患有阅读障碍的大学生的认知亚型：关于补偿，弱点和优点能告诉我们什么？
DOI：
10.1007/s41809-023-00124-4
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发表时间：
2023
影响因子：
1.8
通讯作者：
Susana Araújo
中科院分区：
文献类型：
--
作者：
L. Faísca;A. Reis;Susana Araújo
发展性阅读障碍的特点是阅读和写作相关的困难，突出的语音加工的核心缺陷。虽然这些困难似乎持续到成年，但他们在多大程度上不受长期教育所带来的广泛训练的影响，这仍然是一个悬而未决的问题。本研究的主要目的是探讨异质性的欧洲葡萄牙语高识字成人阅读障碍的认知概况。31名在儿童时期被诊断为阅读障碍的大学生和他们匹配的熟练的成年对照阅读者通过一系列的阅读和认知测试进行了评估。从阅读障碍的参与者获得的数据的聚类分析确定了两个配置文件组。第一组的参与者有明显的语音缺陷和伴随的阅读困难，第二组表现出更好的表现，大多数与阅读相关的核心技能，也更好的一般认知能力，这表明这些阅读障碍的读者已经部分解决了他们的语音限制，沿着发展，可能是由于系统的接触阅读和写作。由于第二组在一般认知能力方面与典型读者相匹配，因此与一般智力相关的认知优势也可能是保护因素，帮助学生从战略上弥补他们的阅读困难。总体而言，这些结果表明，这两种机制部分补救的核心语音缺陷和采用补偿策略支持的一般认知技能，可能有助于共同提高阅读表现的识字率高的成人阅读障碍。
Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during childhood and their matched skilled adult control readers were assessed through a battery of reading and cognitive tests. A cluster analysis of data obtained from participants with dyslexia identified two profile groups. While Cluster 1 grouped participants with clear phonological deficits and concomitant reading difficulties, Cluster 2 showed better performance on most of the core skills associated with reading and also better general cognitive abilities, suggesting that these dyslexic readers have partially resolved their phonological constraints along the development, probably due to the systematic exposure to reading and writing. As Cluster 2 matched typical readers in general cognitive abilities, it might also be the case that cognitive strengths associated with general intelligence worked as protective factors, helping students to strategically compensate for their reading difficulties. Overall, these results suggest that both mechanisms–partial remediation of the core phonological deficit and adoption of compensatory strategies supported by general cognitive skills–might contribute together to improving the reading performance of highly literate adults with dyslexia.
影响因子：
4.6
作者：
Pennington, Bruce F.;Lemmon, Laura Santerre;Rosenberg, Jennifer;MacDonald, Beatriz;Boada, Richard;Friend, Angela;Leopold, Daniel R.;Samuelsson, Stefan;Byrne, Brian;Willcutt, Erik G.;Olson, Richard K.
通讯作者：
Olson, Richard K.