Dyslexia as a multi-deficit disorder: Working memory and auditory temporal processing
Dyslexia as a multi-deficit disorder: Working memory and auditory temporal processing
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DOI：
10.1016/j.actpsy.2017.12.010
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发表时间：
2018-02-01
影响因子：
1.8
通讯作者：
Revah, Hadas
中科院分区：
文献类型：
--
作者：
Fostick, Leah;Revah, Hadas
阅读障碍是指即使有足够的智力和足够的阅读机会，也很难获得阅读技能。它的起源仍在争论中。研究通常集中在阅读困难的单一原因上；然而，一些研究人员认为，阅读困难反映了多重缺陷。阅读障碍研究的两种能力是工作记忆(WM)和听觉时间处理(ATP)。为了更好地评价工作记忆和三磷酸腺苷在阅读障碍中的相对作用，本研究采用多维度的研究方法，考察了工作记忆和三磷酸腺苷对阅读困难学生不同类型的阅读成绩和语音意识的贡献。78名患有阅读障碍的成年人和23名阅读正常的成年人进行了WM和ATP任务，以及阅读和语音意识测试。阅读困难的读者在所有测试中的表现都较差。WM和ATP对阅读障碍参与者的阅读成绩和语音意识都有显著的预测作用。根据阅读障碍参与者在WM和ATP任务上的表现水平对他们进行分组，发现他们在阅读和语音意识测试中存在组内差异。西医和三磷酸腺苷都会导致阅读障碍，在这一人群中观察到这两种能力都存在不同程度的困难。这是支持多缺陷方法治疗阅读障碍的有力证据，并表明研究人员应该在未来的阅读障碍研究中考虑这种方法。
Dyslexia is difficulty in acquiring reading skills despite adequate intelligence and sufficient reading opportunities. Its origin is still under debate. Studies usually focus on a singular cause for dyslexia; however, some researchers argue that dyslexia reflects multiple deficits. Two of the abilities under investigation in dyslexia are working memory (WM) and auditory temporal processing (ATP). In order to better evaluate the relative roles of WM and ATP in dyslexia, in the present study, we tested the contribution of WM and ATP to different types of reading performance and phonological awareness in dyslexia, using a multidimensional approach. Seventy-eight adults with dyslexia and 23 normal-reading adults performed WM and ATP tasks, as well as reading and phonological awareness tests. Readers with dyslexia showed poorer performance on all tests. Both WM and ATP were significant predictors of reading performance and phonological awareness among participants with dyslexia. Dividing participants with dyslexia according to their performance level on WM and ATP tasks revealed group differences in reading and phonological awareness tests. Both WM and ATP contribute to dyslexia, and varying levels of difficulties in both of these abilities are observed among this population. This is strong evidence in favor of the multi-deficit approach in dyslexia, and suggests that researchers should consider this approach in future studies of dyslexia.