The Phonological Deficit Hypothesis: How Well Has It Withstood the Test of Time (and Evidence)?

据估计，5%至9%的学龄儿童被诊断患有阅读障碍，即使是成年熟练的读者也会因脑损伤或疾病而经历使人衰弱的阅读障碍。 人们提出了许多假说来解释可能导致阅读障碍的感知或认知功能障碍，但在过去30年左右的时间里，语音缺陷假说特别有影响力。 这一假说指出，阅读缺陷往往与潜在的问题有关，即读者语言的声音系统在大脑中的表现和处理方式。 然而，近年来，来自遗传学和大脑成像的新证据已经曝光，新的语音理论已经发展。 在美国国家科学基金会的支持下，一个卫星会议将与阅读科学研究学会的年会一起举行，根据新的理论和证据对语音缺陷假说进行批判性研究。 一个由该领域领导人组成的国际小组将讨论这一假设是否经得起时间的考验，以及随着研究继续推进我们对阅读缺陷的理解，它将如何改变。

It has been estimated that five to nine percent of school-aged children are diagnosed with dyslexia, and even adult skilled readers can experience debilitating reading impairments as a result of brain injury or disease. Many hypotheses have been proposed to explain the perceptual or cognitive dysfunctions that may underlie dyslexia, but one that has been particularly influential over the past thirty years or so is the phonological deficit hypothesis. This hypothesis states that reading deficits can often be linked to underlying problems in the way that the sound system of a reader's language is represented and processed in the brain. However, new evidence from genetics and brain imaging has come to light in recent years, and new phonological theories have been developed. With support of the National Science Foundation, a satellite conference will be held in conjunction with the annual meeting of the Society for the Scientific Study of Reading to critically examine the phonological deficit hypothesis in light of new theory and evidence. An international group of leaders in the field will discuss whether the hypothesis has stood the test of time, and how it might change as research continues to advance our understanding of reading deficits.