COMPONENT SPELLING SKILLS OF COLLEGE-STUDENTS WITH CHILDHOOD DIAGNOSES OF DYSLEXIA
COMPONENT SPELLING SKILLS OF COLLEGE-STUDENTS WITH CHILDHOOD DIAGNOSES OF DYSLEXIA
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DOI：
10.2307/1511325
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发表时间：
1993-06-01
影响因子：
1.8
通讯作者：
BRUCK, M
中科院分区：
文献类型：
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作者：
BRUCK, M
这篇文章检查了儿童时期被诊断为阅读障碍的成年人的拼写技能，以确定与他们的拼写问题相关的一些基本障碍，并确定这些成年人是否达到了与年龄或水平相适应的能力。被诊断为儿童阅读障碍的大学生被分配了听写任务、拼写识别任务和非单词拼写任务，以评估他们对语音拼写、正字法、形态学和视觉信息的使用和知识。他们在这些任务上的表现与正常大学生和正常六年级的对照组（与阅读障碍患者的标准化拼写和阅读测试分数相匹配）进行了比较。诵读困难患者的拼写问题主要与他们无法掌握英语拼写和发音之间的关系有关。然而，他们对词形（更高层次的语言）信息和视觉信息的使用和知识是可以从他们的阅读和拼写水平来预测的。最后一组结果反映了这样一个事实，即本研究中的失读症患者进行了大量的阅读，并且接触书面文字在这些特定成分拼写技能的发展中起着重要作用。
This article examines the component spelling skills of adults with childhood hood diagnoses of dyslexia in an effort to identify some of the basic impairments associated with their spelling problems and to determine if these adults ever attain age- or level-appropriate competence. College students with childhood diagnoses of dyslexia were given a dictation task, a spelling-recognition task, and a nonword spelling task to assess their use and knowledge of sound-spelling, orthographic, morphologic, and visual information. Their performance on these tasks was compared to that of control groups of normal college students and of normal grade 6 (matched with the dyslexics on the basis of their standardized spelling and reading test scores). Dyslexics' spelling problems were primarily associated with their failure to acquire knowledge of the mappings between spelling and sounds of English. Their use and knowledge of morphological (higher level linguistic) information and of visual information for spelling, however, is predictable from their reading and spelling levels. This last set of results reflects the fact that the dyslexics in this study engaged in much reading and that exposure to written words plays an important role in the development of these specific component spelling skills.