Sensory processing, reading, IQ, and attention
Sensory processing, reading, IQ, and attention
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DOI：
10.1016/j.jecp.2004.03.006
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发表时间：
2004-07-01
影响因子：
2.6
通讯作者：
Olson, R
中科院分区：
文献类型：
--
作者：
Hulslander, J;Talcott, J;Olson, R
对73名阅读能力差异很大的儿童和年轻人进行了两项视觉和两项听觉处理任务的检测阈值。仅在听觉任务上，阅读障碍小组的阈值明显高于正常阅读小组。当对整个小组进行分析时，听觉任务和其中一项视觉任务连贯运动检测与单词阅读显著相关。这些影响在很大程度上与ADHD评分无关；然而，在控制了全面智商后，这些测量都不能解释单词阅读的显著差异。相比之下，音素意识、快速命名和非单词重复在控制智商后各自解释了大量显著的单词阅读差异，这表明这些口语技能在单词阅读发展中的更具体作用。(C) 2004爱思唯尔公司版权所有。
Detection thresholds for two visual- and two auditory-processing tasks were obtained for 73 children and young adults who varied broadly in reading ability. A reading-disabled subgroup had significantly higher thresholds than a normal-reading subgroup for the auditory tasks only. When analyzed across the whole group, the auditory tasks and one of the visual tasks, coherent motion detection, were significantly related to word reading. These effects were largely independent of ADHD ratings; however, none of these measures accounted for significant variance in word reading after controlling for full-scale IQ. In contrast, phoneme awareness, rapid naming, and nonword repetition each explained substantial, significant word reading variance after controlling for IQ, suggesting more specific roles for these oral language skills in the development of word reading. (C) 2004 Elsevier Inc. All rights reserved.