Dyslexia (specific reading disability).
Dyslexia (specific reading disability).
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DOI：
10.1542/pir.24-5-147
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发表时间：
2003-05
影响因子：
1.3
通讯作者：
S. Shaywitz;B. Shaywitz
中科院分区：
文献类型：
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作者：
S. Shaywitz;B. Shaywitz
1.莎莉·E Shaywitz，MD* 2.班尼特A. Shaywitz，MD† 1. * 儿科学教授和联合主任，NICHD耶鲁大学学习和注意力研究中心2。†儿科和神经病学教授，NICHD耶鲁学习和注意力研究中心联合主任，纽黑文，CT完成本文后，读者应该能够：1.定义阅读障碍及其与智力的关系。2.将阅读障碍与其他以阅读困难为特征的疾病区分开来。3.描述诊断阅读障碍的过程。4.描述诵读困难的处理。5.讨论阅读障碍的预后。发展性阅读障碍的特征是儿童和成人在阅读中出现意想不到的困难，而这些儿童和成人在其他方面具有被认为是准确和流利阅读所必需的智力和动机。从历史上看，诵读困难最初是在世纪后半叶在成人中发现的，而发展性诵读困难首先是在1896年在儿童中报道的。在20世纪20年代，人们认为视觉系统的缺陷是造成字母和单词颠倒的原因，而字母和单词颠倒被认为是诵读困难的典型表现。然而，随后的研究表明，与流行的神话相反，患有阅读障碍的儿童并不特别容易看到字母或单词。相反，他们在命名字母时有很大的困难，经常把“B”和“d”分开，或者把“saw”读成“was”。问题是语言，而不是视觉。阅读障碍是影响儿童和成人的最常见问题之一;据估计，美国学龄儿童的患病率为5%至17%，其中多达40%的阅读低于年级水平。诵读困难（或特定的阅读障碍）是最常见和最仔细研究的学习障碍，影响至少80%的所有个人被确定为学习障碍。最近的流行病学数据表明，像高血压和肥胖症，阅读障碍符合一个维度模型。在人口中，阅读能力和阅读残疾沿着连续发生的，阅读残疾代表阅读能力正态分布的下尾。基于对随机选择的儿童群体进行抽样调查的充分证据现在表明，诵读困难对男孩和女孩的影响相当（图.
1. Sally E. Shaywitz, MD* 2. Bennett A. Shaywitz, MD† 1. *Professor of Pediatrics and Co-Director, NICHD-Yale Center for the Study of Learning and Attention 2. †Professor of Pediatrics and Neurology and Co-Director, NICHD-Yale Center for the Study of Learning and Attention, New Haven, CT After completing this article, readers should be able to: 1. Define dyslexia and its relationship to intelligence. 2. Distinguish dyslexia from other disorders that feature reading difficulties. 3. Describe the process of diagnosing dyslexia. 4. Characterize the management of dyslexia. 5. Discuss the prognosis of dyslexia. Developmental dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. Historically, dyslexia initially was noted in adults in the latter half of the nineteenth century, and developmental dyslexia first was reported in children in 1896. In the 1920s, it was believed that defects in the visual system were to blame for the reversals of letters and words thought to typify dyslexia. Subsequent research has shown, however, that in contrast to a popular myth, children who have dyslexia are not unusually prone to seeing letters or words backwards. Rather, they have significant difficulty in naming the letters, often calling a “b” a “d” or reading “saw” as “was.” The problem is linguistic, not visual. Dyslexia represents one of the most common problems affecting children and adults; the prevalence in the United States is estimated to be 5% to 17% of school-age children, with as many as 40% reading below grade level. Dyslexia (or specific reading disability) is the most common and most carefully studied of the learning disabilities, affecting at least 80% of all individuals identified as being learning disabled. Recent epidemiologic data indicate that like hypertension and obesity, dyslexia fits a dimensional model. Within the population, reading ability and reading disability occur along a continuum, with reading disability representing the lower tail of a normal distribution of reading ability. Good evidence based on sample surveys of randomly selected populations of children now indicate that dyslexia affects boys and girls comparably (Fig. …