SOURCES OF READING DEFICIENCY IN DYSLEXIA

发育性阅读障碍是一个意义重大的健康问题， 越来越受到研究人员和教育工作者的关注。的确有 越来越多的证据表明，阅读障碍可能是一种异质性障碍，而且 认知和语言过程中的精确缺陷，表现为 阅读障碍可能会随着年龄的增长而变化。然而，对这一现象性质的研究 无序以及如何补救的问题一直受到缺乏 关于阅读障碍和正常阅读的过程的详细信息 孩子们学习阅读。提出了一个可操作的阅读概念模型 ，它指定了字处理的几个可能存在缺陷的组件。 在阅读困难的儿童中。包括视觉特征分析、编码 字母、拼写模式和单词信息、词汇获取和语义 进入。一系列横断面研究，考察...的发展 阅读障碍儿童和正常儿童的这些文字处理组件是 建议。精确度、快速性和自动化的发展 我们将检查这些组件。除了下列措施外 组件阅读过程，几个关键的语言子技能 将对学习阅读进行调查，包括音素分析、获取 语音记忆、词汇通达和语义提取。三分之一 实验的类别将集中在效率和灵活性 不同年龄段正常儿童和阅读障碍儿童的单词解码策略 级别。将对多项研究的数据进行分析，以 确定是否存在阅读和语言障碍的子类型 阅读困难症人群。拟议中的实验将提供信息 阅读障碍儿童阅读障碍的本质及改善 理解阅读技能是如何在正常阅读和阅读障碍中发展的 人口。

Developmental dyslexia is a health problem of enormous significance that is receiving increasing attention by researchers and educators. There is growing evidence that dyslexia may be a heterogeneous disorder and that the precise deficits in cognitive and linguistic processes manifested by dyslexics may vary with age. However, research on the nature of the disorder and on how it might be remediated has been hampered by a lack of detailed information regarding the processes by which dyslexics and normal children learn to read. A working conceptual model of reading is proposed that specifies several components of word processing that may be deficient in dyslexic children. Included are visual feature analysis, coding of letter, spelling pattern and word information, lexical access and semantic access. A series of cross-sectional studies examining the development of these word processing components in dyslexic and normal children is proposed. The development of accuracy, speed and automaticity on each of these components will be examined. In addition to the measures of component reading processes, several language subskills critical to learning to read will be investigated, including phonemic analysis, access to phonetic memory, lexical access and semantic retrieval. A third category of experiments will focus on the efficiency and flexibility of word decoding strategies in normal and dyslexic children at several age levels. Data from a number of the studies will be subjected to analyses to determine whether subtypes of reading and language disorders exist within the dyslexic population. The proposed experiments will provide information about the nature of reading deficits in dyslexic children and improve understanding of how reading skills develop in both the normal and dyslexic population.