Digit span in dyslexia: Variations according to language comprehension and mathematics skills
Digit span in dyslexia: Variations according to language comprehension and mathematics skills
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DOI：
10.1076/jcen.26.1.31.23935
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发表时间：
2004-02-01
影响因子：
2.2
通讯作者：
Asbjornsen, A
中科院分区：
文献类型：
--
作者：
Helland, T;Asbjornsen, A
本研究旨在探讨阅读困难症患者的数字广度表现。根据假设，根据语言理解和数学技能的分组，以及通过分析数字广度分数是如何获得的，将会发现差异。两个数字广度任务被给予阅读障碍儿童组和对照组(n=57)，平均年龄12.62岁(SD=1.43)。这些任务是WISC-R的“数字跨度”和“数字跨度2”，其中限制了手指计数和唇读等备份策略的使用。不出所料，阅读障碍组的数字广度得分显著低于对照组。后备策略的限制没有改变控制组的分数，而阅读困难组的分数降低了。对最长数字广度、序列回忆和序列位置的进一步分析表明，不同亚组的提取模式不同。语言理解能力和数学能力较好的亚组(n=12)，连续回忆能力较差，尤其是向后回忆能力较差。语言理解能力较好但有数学障碍的亚组(n=9)，在前向回忆和后向回忆中均表现出连续回忆的损害。有语言障碍的亚组(n=16)比其他两个亚组回忆的数字更少。研究结果与工作记忆的多成分模型的“语音环”有关，并讨论了干预的意义。
The aim of this study was to investigate digit span performance in dyslexia. It was hypothesised that differences would be found in accordance with subgrouping by language comprehension and mathematic skills, and by analyses of how the digit span scores were attained. Two digit span tasks were given to a group of dyslexic children and controls (n = 57), mean age 12.62 (SD = 1.43). The tasks were "Digit Span" of the WISC-R, and "Digit Span 2," where the use of back-up strategies like finger counting and lip reading were restricted. As expected, the digit span scores were significantly lower in the dyslexia group than in the control group. Restrictions of back-up strategies did not alter the scores in the control group, while the scores were lowered in the dyslexia group. Further analyses of longest digit span, serial recall, and serial position indicated different retrieval patterns in the subgroups. The subgroup with good language comprehension and mathematic skills (n = 12), showed impaired serial recall especially in backward recall. The subgroup with good language comprehension skills, but with mathematics impairment (n = 9), showed impaired serial recall in both forward and backward recall. The subgroup with language impairments (n = 16), recalled fewer digits than the two other subgroups. The findings were discussed in relation to the "Phonological loop" of the Multi Component Model of Working Memory, and implications for intervention were discussed.