PERFORMANCE OF DYSLEXIC-CHILDREN ON SPEECH-PERCEPTION TESTS
PERFORMANCE OF DYSLEXIC-CHILDREN ON SPEECH-PERCEPTION TESTS
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DOI：
10.1016/0022-0965(81)90105-3
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发表时间：
1981-01-01
影响因子：
2.6
通讯作者：
KNOX, CM
中科院分区：
文献类型：
--
作者：
GODFREY, JJ;SYRDALLASKY, AK;KNOX, CM
几位研究人员比较了阅读障碍儿童和正常儿童在各种不同任务中的表现，他们认为，阅读障碍儿童在口语和书面语的音素分析方面可能存在细微的缺陷。因此，了解那些在学习阅读方面有特别困难的儿童如何能够完成明确的语音-语音任务是很有意义的。17名诵读困难儿童（10岁）和一组17名对照组进行了测试的识别和歧视的合成语音塞音发音不同的地方。这些是用于研究成人分类感知的测试类型，适用于幼儿。在这两种任务中，阅读障碍者和对照者之间存在显着差异;识别和辨别差异的模式表明阅读障碍者对听觉线索的语音分类不一致。阅读水平与言语辨别力有显著相关。
Several researchers who have compared the performance of dyslexic and normal-reading children on a variety of different tasks have suggested that dyslexic children may have subtle deficits in the phonemic analysis of spoken and written language. Thus, it is of interest to know how children who have extraordinary difficulty learning to read can perform explicitly auditory-phonetic tasks. Seventeen dyslexic children (10 yr of age) and a group of 17 controls were administered tests of identification and discrimination of synthesized voiced stop consonants differing in place of articulation. These were tests of the type used to study categorical perception in adults, adapted for use with young children. Significant differences between dyslexics and controls were found in both kinds of tasks; the pattern of identification and discrimination differences suggests an inconsistency in the dyslexics'' phonetic classification of auditory cues. A significant relationship was found between reading level and speech discrimination.