• 【阅读障碍和语言障碍受试者的阅读障碍和SLI风险变异的调查。】 复制标题 收藏 收藏
    DOI:10.1007/s10519-010-9424-3 复制DOI
    作者列表:Newbury DF,Paracchini S,Scerri TS,Winchester L,Addis L,Richardson AJ,Walter J,Stein JF,Talcott JB,Monaco AP
    BACKGROUND & AIMS: :Dyslexia (or reading disability) and specific language impairment (or SLI) are common childhood disorders that show considerable co-morbidity and diagnostic overlaps and have been suggested to share some genetic aetiology. Recently, genetic risk variants have been identified for SLI and dyslexia enabling the direct evaluation of possible shared genetic influences between these disorders. In this study we investigate the role of variants in these genes (namely MRPL19/C20RF3, ROBO1, DCDC2, KIAA0319, DYX1C1, CNTNAP2, ATP2C2 and CMIP) in the aetiology of SLI and dyslexia. We perform case-control and quantitative association analyses using measures of oral and written language skills in samples of SLI and dyslexic families and cases. We replicate association between KIAA0319 and DCDC2 and dyslexia and provide evidence to support a role for KIAA0319 in oral language ability. In addition, we find association between reading-related measures and variants in CNTNAP2 and CMIP in the SLI families.
    背景与目标: :阅读障碍(或阅读障碍)和特定语言障碍(或SLI)是常见的儿童疾病,表现出大量的合并症和诊断重叠,并被建议分享一些遗传病因。最近,已经确定了SLI和阅读障碍的遗传风险变异,从而可以直接评估这些疾病之间可能共有的遗传影响。在这项研究中,我们调查了这些基因的变异体(即MRPL19 / C20RF3,ROBO1,DCDC2,KIAA0319,DYX1C1,CNTNAP2,ATP2C2和CMIP)在SLI和阅读障碍的病因中的作用。我们使用SLI和阅读障碍家庭和病例样本中的口语和书面语言技能进行病例对照和定量关联分析。我们复制了KIAA0319与DCDC2和阅读障碍之间的关联,并提供了证据来支持KIAA0319在口语能力中的作用。此外,我们发现与阅读有关的措施与SLI家族中CNTNAP2和CMIP的变异之间存在关联。
  • 【阅读障碍的个体和基于群体的神经心理学干预均能提高年轻成年人的处理速度:一项随机对照研究。】 复制标题 收藏 收藏
    DOI:10.1177/0022219419895261 复制DOI
    作者列表:Nukari JM,Poutiainen ET,Arkkila EP,Haapanen ML,Lipsanen JO,Laasonen MR
    BACKGROUND & AIMS: :Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.
    背景与目标: :评估了个体和基于群体的神经心理学干预对年轻人阅读障碍的认知方面的效果。阅读障碍的成年人被随机分为个人干预(n = 40),小组干预(n = 40)或候补对照组(n = 40)。干预措施集中于认知策略学习,支持自尊和使用心理教育。在干预/等待清单控制时间分别为5个月和10个月后,通过心理测验和自我报告调查表评估认知能力和症状。并且,在干预后15个月,通过邮寄查询检查了长期状态。在五个月的控制期之后,等候名单对照组也接受了干预。在主要的自我报告结局指标中未发现显着影响。两种干预措施均对处理速度和注意力有积极影响,并且在5个月的随访期后仍然有效。在自我报告的认知症状中,自我报告的阅读习惯呈现出积极的趋势。此外,还发现干预后长达15个月的较小的自我评估收益。个体和小组干预的结果之间没有显着差异,因为两种干预都可以提高认知能力。结果表明,结构化的神经心理学干预措施可以有效缓解年轻人与阅读障碍相关的认知症状。
  • 【患有阅读障碍的成年人在空间频率加倍和视觉注意任务上显示不足。】 复制标题 收藏 收藏
    DOI:10.1002/dys.263 复制DOI
    作者列表:Buchholz J,McKone E
    BACKGROUND & AIMS: :We examine the visual processing of high-functioning adults with developmental dyslexia (mean Performance IQ = 126.5) and current phonological problems. In comparison to an age- and IQ-matched control group, the group with dyslexia showed deficits in two tasks associated with magnocellular/dorsal pathway function. For the 'frequency doubling' stimulus (grating of 0.25 cpd modulated at 25 Hz counterphase flicker), contrast thresholds for detection were raised in the dyslexic group. In conjunction visual search, a display time sufficient for controls to achieve ceiling accuracy at all set sizes (30 ms per item) was inadequate to allow shifts of attention around the display for the group with dyslexia. In contrast, normal performance was found on 'popout' visual search and on a ventral stream acuity task. Correlational analysis revealed a significant relationship between degree of deficit in conjunction search and phonological difficulty. The deficits revealed were specific to functions that rely on magnocellular input. They cannot be attributed to concentration lapses, eye movement problems or slow reaction times in the dyslexic group.
    背景与目标: :我们研究了患有阅读障碍(平均表现智商= 126.5)和目前的语音问题的高功能成年人的视觉处理。与年龄和智商相匹配的对照组相比,患有阅读障碍的组在与巨细胞/背侧通路功能相关的两项任务中表现出不足。对于“倍频”刺激(以25 Hz反相闪烁调制的0.25 cpd光栅),阅读困难组的检测阈值被提高。结合视觉搜索,在所有设置的尺寸(每项30毫秒)下,足以使控件达到最高天花板精确度的显示时间不足以允许阅读障碍者在显示器周围转移注意力。相反,在“弹出”视觉搜索和腹侧流敏锐度任务中发现正常表现。相关分析表明,联合搜索中的缺陷程度与语音困难之间存在显着的关系。所揭示的缺陷是特定于依赖于巨细胞输入的功能的。他们不能归因于阅读障碍者的注意力下降,眼球运动问题或反应时间慢。
  • 【在寻找阅读障碍候选基因方面取得突破。】 复制标题 收藏 收藏
    DOI:10.1016/j.molmed.2006.05.007 复制DOI
    作者列表:McGrath LM,Smith SD,Pennington BF
    BACKGROUND & AIMS: :Four genes have recently been proposed as candidates for dyslexia: dyslexia susceptibility 1 candidate 1 (DYX1C1), roundabout Drosophila homolog 1 (ROBO1), doublecortin domain-containing protein 2 (DCDC2) and KIAA0319. Each gene is implicated in global brain-development processes such as neural migration and axonal guidance, with the exception of DYX1C1, the function of which is still unknown. The most immediate clinical prospect of the discovery of these genes is the possibility of early identification of dyslexia via genetic screening. However, research efforts have yet to identify a functional mutation in any of these genes. When causal variants are identified, they will need to be considered within a multifactorial framework, which is likely to involve gene-gene and gene-environment interactions, to make accurate predictions of diagnostic status.
    背景与目标: :最近提出了四个基因作为阅读障碍的候选基因:阅读障碍易感性1候选1(DYX1C1),果蝇回旋果蝇同源物1(ROBO1),含双皮质素域的蛋白质2(DCDC2)和KIAA0319。除DYX1C1以外,每个基因都与诸如神经迁移和轴突指导之类的全球大脑发育过程有关,但DYX1C1的功能仍是未知的。这些基因发现的最直接的临床前景是可以通过基因筛选早期识别阅读障碍。然而,研究工作尚未鉴定出任何这些基因中的功能性突变。当确定因果变异时,将需要在多因素框架内考虑它们,这可能涉及基因-基因和基因-环境的相互作用,以准确预测诊断状态。
  • 【患有ADHD,阅读障碍或合并症ADHD /阅读障碍的过渡青少年和大学生的抑郁和焦虑感。】 复制标题 收藏 收藏
    DOI:10.1177/1087054710385783 复制DOI
    作者列表:Nelson JM,Gregg N
    BACKGROUND & AIMS: OBJECTIVE:To investigate depressive and anxious symptomatology among transitioning adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. METHOD:Transitioning adolescents and college students with these disorders along with a non-ADHD/dyslexia college sample completed self-report measures of depression and anxiety. RESULTS:Results indicated no differences between the college-level groups, although a main effect for gender was found and trended toward females with dyslexia reporting more symptoms of depression and anxiety than did males with dyslexia. Internalizing symptomatology differences were not found for subtypes of ADHD. Transitioning high school students with ADHD, dyslexia, or ADHD/dyslexia reported fewer symptoms of anxiety and depression than did college underclassmen with these disorders. CONCLUSION:The unique characteristics and experiences of the college population of individuals with ADHD and/or dyslexia are discussed relative to the general adult population with these disorders.
    背景与目标: 目的:调查患有ADHD,阅读障碍或合并症ADHD /阅读障碍的过渡青少年和大学生的抑郁和焦虑症状。
    方法:将患有这些疾病的青少年和大学生与非多动症/阅读障碍的大学样本一起转移,完成了抑郁和焦虑的自我报告测量。
    结果:结果表明,大学水平组之间没有差异,尽管发现对性别的主要影响,并且有阅读障碍的女性比患有阅读障碍的男性报告更多的抑郁和焦虑症状。没有发现多动症亚型的内在症状学差异。与患有这些疾病的大学生相比,患有ADHD,阅读障碍或ADHD /阅读障碍的高中学生报告的焦虑和抑郁症状更少。
    结论:讨论了患有多动症和/或阅读障碍的大学生的独特特征和经历,相对于患有这些疾病的普通成年人而言。
  • 【通过语言延迟或阅读障碍的家族史,处于阅读障碍风险中的中国学龄前儿童的单词识别和认知特征。】 复制标题 收藏 收藏
    DOI:10.1111/j.1469-7610.2007.01837.x 复制DOI
    作者列表:McBride-Chang C,Lam F,Lam C,Doo S,Wong SW,Chow YY
    BACKGROUND & AIMS: BACKGROUND:This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of interest were syllable awareness, tone detection, rapid automated naming, visual skill, and morphological awareness. METHOD:We recruited 36 children whose sibling had been previously diagnosed with dyslexia (familial risk group) and 36 children who were initially reported to have difficulties in preschool literacy acquisition by either teachers or parents and subsequently found to demonstrate clinical at-risk factors in aspects of language by paediatricians (language delayed group); the mean age of these groups was approximately 61 months. Thirty-six children with no such risk factors were matched by age, IQ, and parents' education to the at-risk groups. All children were tested on cognitive skills and Chinese word recognition. RESULTS:Compared to the controls, children in the language delayed group scored significantly lower on all measures, whereas children in the familial risk group performed significantly worse only on tone detection, morphological awareness, and Chinese word recognition. In regression analyses, word recognition was best explained by morphological awareness, tone detection and visual skill. CONCLUSIONS:Language-related measures are strongly associated with early reading development and impairment in Hong Kong Chinese children. Tests of tone detection and morphological awareness may be important clinical tools for diagnosing risk for reading problems in young Chinese children. In contrast, Chinese language delay may be associated with broader cognitive impairments as found previously in various Indo-European languages (e.g., Bishop & Snowling, 2004).
    背景与目标: 背景:本研究旨在通过语言延迟或阅读障碍的家族史来识别可能有读写障碍风险的香港中国幼儿园儿童的认知能力,并从这些方面来研究这些能力如何与中文单词识别相关联。感兴趣的认知技能是音节意识,音调检测,快速自动命名,视觉技能和形态意识。
    方法:我们招募了36名先前被诊断患有阅读障碍的兄弟姐妹的孩子(家庭风险组)和36名最初被老师或父母报告在学前识字方面有困难的孩子,随后发现在各方面表现出临床危险因素儿科医生的语言(语言延迟组);这些组的平均年龄约为61个月。没有危险因素的三十六名儿童通过年龄,智商和父母的受教育程度与高危人群相匹配。所有儿童均接受了认知能力和中文单词识别能力的测试。
    结果:与对照组相比,语言延迟组儿童在所有指标上的得分均显着降低,而家族风险组的儿童仅在语气检测,形态学意识和中文单词识别方面的表现明显较差。在回归分析中,单词识别最好通过形态意识,语气检测和视觉技巧来解释。
    结论:语言相关的措施与香港华裔儿童的早期阅读发展和障碍密切相关。语气检测和形态学意识测试可能是诊断中国幼儿阅读障碍风险的重要临床工具。相反,汉语延迟可能与先前在各种印欧语种中发现的更广泛的认知障碍有关(例如Bishop和Snowling,2004年)。
  • 【患有发育障碍的成年人的视觉注意:手动反应时间和扫视潜伏期的证据。】 复制标题 收藏 收藏
    DOI:10.1080/02643290601181791 复制DOI
    作者列表:Judge J,Caravolas M,Knox PC
    BACKGROUND & AIMS: :Two studies were conducted to investigate visual attention deficits in dyslexia. In Experiment 1, adults with dyslexia and age- and IQ-matched controls completed a simple cueing task; participants responded to briefly presented (20 ms) eccentric targets (3 degrees , 6 degrees , or 9 degrees ) with a key press. In Experiment 2, the same participants completed a saccade version of the task, and saccade amplitude, accuracy, and latency were measured. The results revealed comparable performance between the groups on the manual reaction time task. The groups also performed similarly in saccade accuracy and latency. Moreover, neither group showed a visual field asymmetry in their performance, with the exception that adults with dyslexia showed longer saccade latency for 9 degrees targets presented to their left visual field than did controls. However, on the latter measure, the majority (78%) of those with dyslexia performed within the range of the control group. Correlational analyses revealed associations between reading and phoneme awareness in both groups, but phoneme awareness was not associated with visual attention in adult dyslexics. Together, the results are not compatible with a visual attention deficit in adult dyslexia, while they provide support for the phonological deficit hypothesis.
    背景与目标: :进行了两项研究以研究阅读障碍的视觉注意缺陷。在实验1中,患有阅读障碍以及与年龄和智商相匹配的对照的成年人完成了一个简单的提示任务。参与者通过按键对简短呈现的偏心目标(3度,6度或9度)做出了响应(20毫秒)。在实验2中,相同的参与者完成了任务的扫视版本,并测量了扫视幅度,准确性和等待时间。结果显示,在手动反应时间任务上,各组之间的性能相当。这些小组在扫视准确性和潜伏期方面的表现也相似。而且,除了患有阅读障碍的成年人向他们的左视野呈现的9度目标显示出更长的扫视潜伏期外,两组均没有表现出视野不对称。但是,在后一种情况下,阅读障碍者中的大多数(78%)在对照组的范围内进行。相关分析揭示了两组阅读和音素意识之间的关联,但是在成人阅读障碍中,音素意识与视觉注意力并不相关。总之,这些结果与成人阅读障碍的视觉注意缺陷不符,但它们为语音缺陷假说提供了支持。
  • 【荟萃分析的DCDC2多态性与阅读障碍的风险之间的关联。】 复制标题 收藏 收藏
    DOI:10.1007/s12035-012-8381-7 复制DOI
    作者列表:Zhong R,Yang B,Tang H,Zou L,Song R,Zhu LQ,Miao X
    BACKGROUND & AIMS: :Developmental dyslexia (DD) is a highly heritable neurological disorder that is prevalent in school-aged children. The dyslexia-associated gene DCDC2 is a member of the DCX family of genes known to play roles in neurogenesis, neuronal migration, and differentiation. However, the associations between DCDC2 genetic variations and dyslexia have yielded inconclusive results. Clarifying the effects of DCDC2 polymorphisms on dyslexia risk will advance not only elucidation of the role of DCDC2 in the brain development but also development of possible therapeutic approach for dyslexia. In this review, we summarized the ongoing association studies concerning DCDC2 polymorphisms and dyslexia risk by using meta-analysis and revealed that DCDC2 rs807701 might contribute significantly to dyslexia risk.
    背景与目标: :发展性阅读障碍(DD)是一种高度可遗传的神经系统疾病,在学龄儿童中普遍存在。与阅读障碍相关的基因DCDC2是DCX家族基因的成员,该基因已知在神经发生,神经元迁移和分化中发挥作用。然而,DCDC2遗传变异与阅读障碍之间的关联已产生不确定的结果。阐明DCDC2多态性对阅读障碍风险的影响不仅将阐明DCDC2在脑发育中的作用,而且还将阐明阅读障碍的可能治疗方法。在这篇综述中,我们通过荟萃分析总结了正在进行的有关DCDC2多态性与阅读障碍风险的关联研究,并揭示了DCDC2 rs807701可能对阅读障碍风险做出了重大贡献。
  • 【发展性阅读障碍的咬合特征:初步研究。】 复制标题 收藏 收藏
    DOI:10.2147/NDT.S49985 复制DOI
    作者列表:Perillo L,Esposito M,Contiello M,Lucchese A,Santini AC,Carotenuto M
    BACKGROUND & AIMS: AIM:The objective of the study reported here was to assess the orthodontic features in children affected by developmental dyslexia (DD). PATIENTS AND METHODS:A total of 28 children affected by DD (22 boys, six girls; mean age: 9.78 ± 1.69 years) were compared with 51 healthy children (38 boys, 13 girls; mean age 9.41 ± 1.48; range 7-10 years). Reading and writing skills were evaluated along with orthodontic features. RESULTS:The DD and control groups were not significantly different in terms of total intelligence quotient (P = 0.441) and writing skills (P = 0.805 and P = 0.240, respectively), whereas significant differences were observed between the DD group and control group in both word reading (2.018 ± 1.714 vs 0.917 ± 0.563; P = 0.000) and non-word reading (2.537 ± 1.543 vs 0.862 ± 0.244; P = 0.000). Moreover, for many orthodontic features, there was no significant difference between the two groups; only in prevalence of diastemas (57.14%, P = 0.006), midline diastemas (46.42%, P = 0.007), overbite > 4 mm (71.42%, P = 0.006) and overjet > 4 mm (53.57%, P = 0.001), was there a statistically significant difference. According to univariate logistic regression analysis, the presence of diastemas (odds ratio [OR] 4.33; 95% confidence interval [CI] 1.61-11.65), midline diastemas (OR 4.68; 95% CI 1.61-13.43), an overbite >4 mm (OR 1.75; 95% CI 0.64-4.71), or an overjet >4 mm (OR 2.76; 95% CI 1.06-7.20) seems to play a role in the relationship between occlusal abnormalities and DD in children. CONCLUSION:Children with DD tend to present with altered dental features, particularly in the area of the incisors, suggesting that a persistently different tongue kinematic profile may thus affect both the developmental variability of the tongue and lip and the occlusion.
    背景与目标: 目的:此处报道的研究目的是评估受发育性阅读障碍(DD)影响的儿童的正畸特征。
    患者与方法:比较了DD所致的28名儿童(22名男孩,6名女孩;平均年龄:9.78±1.69岁),与51名健康儿童(38名男孩,13名女孩;平均年龄9.41±1.48;范围7-10)进行了比较。年)。评估阅读和写作技巧以及正畸功能。
    结果:DD组和对照组在总智力商(P = 0.441)和写作技巧(分别为P = 0.805和P = 0.240)方面没有显着差异,而DD组和对照组在总智力商数(P = 0.805和P = 0.240)上没有显着差异。单词阅读(2.018±1.714对0.917±0.563; P = 0.000)和非单词阅读(2.537±1.543对0.862±0.244; P = 0.000)。而且,对于许多正畸特征,两组之间没有显着差异。仅在恶性肿瘤(57.14%,P = 0.006),中线恶性肿瘤(46.42%,P = 0.007),咬合> 4 mm(71.42%,P = 0.006)和过喷射> 4 mm(53.57%,P = 0.001)的患病率中,有统计上的显着差异。根据单因素logistic回归分析,存在牙aste(奇数比[OR] 4.33; 95%置信区间[CI] 1.61-11.65),中线牙aste(OR 4.68; 95%CI 1.61-13.43),咬合力> 4 mm (OR 1.75; 95%CI 0.64-4.71)或溢流大于4毫米(OR 2.76; 95%CI 1.06-7.20)似乎在儿童咬合畸形与DD之间起着一定作用。
    结论:患有DD的儿童倾向于表现出牙齿特征的改变,尤其是在门牙区域,这表明持续变化的舌头运动学特征可能因此影响舌头和嘴唇的发育变异性和咬合。
  • 【阅读障碍和双语儿童-最近的研究是否有助于识别?】 复制标题 收藏 收藏
    DOI:10.1002/1099-0909(200010/12)6:4<248::AID-DYS173>3. 复制DOI
    作者列表:Durkin C
    BACKGROUND & AIMS: :This paper analyses some of the recent research into dyslexia in relation to monolingual and bilingual children. It focuses on the phonological approach to the identification of dyslexia. It reviews the literature on those aspects of phonological development which allow dyslexic children to be identified at increasingly younger ages. The literature on the phonological development of children who speak English as an additional language, and who are bilingual or multilingual, is then reviewed to compare the possibilities for identification of these children in comparison with those for monolingual children. Some methodological issues are critically appraised and suggestions are made for future research and developments in this area.
    背景与目标: :本文分析了有关单语和双语儿童阅读障碍的最新研究。它着重于识别诵读困难的语音方法。它回顾了有关语音发展方面的文献,这些文献使阅读困难的儿童能够在越来越年轻的年龄被识别出来。然后,回顾了将英语作为另一种语言,并且会双语或多语言的儿童的语音发展的文献,以比较与单语儿童的识别这些儿童的可能性。对一些方法论问题进行了严格的评估,并为该领域的未来研究和发展提出了建议。
  • 【视觉半球特定刺激对阅读障碍儿童阅读流利度的影响及其位置。】 复制标题 收藏 收藏
    DOI:10.1177/0022219417711223 复制DOI
    作者列表:Koen BJ,Hawkins J,Zhu X,Jansen B,Fan W,Johnson S
    BACKGROUND & AIMS: :Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention ( n = 9) and Delayed Intervention ( n = 6) groups. Functional imaging studies focused on analyzing activations in the left hemisphere (LH) superior temporal gyrus, the inferior frontal gyrus, and the LH inferior occipito-temporal/fusiform area (visual-word form area [VWFA]). Analysis of intervention data showed that 6 of the 9 Intervention group participants (67%) achieved levels of automatic processing and increased their reading rate by an average of 20 words per minute after participating in the FlashWord intervention. Analyses of fMRI group activation maps and mean activation levels in regions of interest document processing changes in VWFA activations that could be related to the increase in reading speed and confirm these locations as essential to developing fluency.
    背景与目标: :Fluency用作阅读能力的指标。许多有阅读障碍的学生无法从典型的干预措施中受益。本研究旨在使用FlashWord复制Lorusso,Facoetti,Paganoni,Pezzani和Molteni(2006)的工作,FlashWord是一种计算机程序,可以用计算机镜法在英语左右半视野中显示单词,并通过fMRI定位所涉及的处理区域在流利度发展中。我们的参与者是15位年龄在8至19岁之间的阅读障碍学生,他们被随机分为干预(n = 9)和延迟干预(n = 6)组。功能成像研究的重点是分析左半球(LH)上颞回,额额下回和LH枕下颞/梭状区域(视觉词形区域[VWFA])的激活。对干预数据的分析表明,参加FlashWord干预后,干预组9名参与者中有6名(67%)达到了自动处理的水平,并且平均每分钟提高了20个单词的阅读率。对fMRI组激活图和感兴趣区域中的平均激活水平进行分析,可以处理VWFA激活中的变化,这可能与阅读速度的增加有关,并确认这些位置对于提高流畅性至关重要。
  • 【比较两个发育不良阅读障碍病例的语音和全字治疗方法的比较。】 复制标题 收藏 收藏
    DOI:10.1080/02643290701764207 复制DOI
    作者列表:Rouse HJ,Wilshire CE
    BACKGROUND & AIMS: :This study compared the effectiveness of two reading treatment programmes for two contrasting developmental dyslexics. W.B. demonstrated "pure" phonological dyslexia (deficient nonword reading but normal irregular-word reading) and N.S. "pure" surface dyslexia (the converse pattern). Both participants completed: (a) a phonological programme, which targeted the sublexical reading procedure through repeated exposure to word "families" with the same grapheme-phoneme correspondence (GPC; e.g., frail, raid, bait); and (b) a whole-word programme, which targeted the lexical reading procedure through tasks that emphasize whole-word visual analysis (e.g., speeded identification of visually degraded words). Both participants improved after training on the targeted words and/or GPCs. However, W.B. demonstrated reliable generalization only following the phonological programme and only in his reading of nonwords. In contrast, N.S. showed generalization across all types of word materials following both programmes. Although the whole-word programme (in particular the degraded-images technique) resulted in numerically greater improvement for N.S., this difference was not significant. Practical and theoretical implications of these results are discussed.
    背景与目标: :这项研究比较了两种阅读治疗方案对两种发展性阅读障碍的有效性。 W.B.表现出“纯粹的”语音诵读困难(非单词阅读不足,但正常的不规则单词阅读)和N.S.。 “纯粹的”表面阅读障碍(相反的模式)。两名参加者都完成了:(a)一个语音程序,通过重复接触具有相同字素-音素对应(GPC;例如,体弱,袭击,诱饵)的单词“家庭”来针对亚词法阅读程序; (b)全字计划,该程序通过强调全字视觉分析的任务(例如,快速识别视觉退化的字)来针对词汇阅读程序。在针对目标词和/或GPC进行培训之后,两位参与者都得到了改善。但是,W.B。仅在语音程序之后并且仅在他对非单词的阅读中才显示出可靠的概括。相比之下,N.S。在两个程序之后都显示出对所有类型的单词材料的概括。尽管全字程序(特别是降级图像技术)在数值上提高了N.S.,但这种差异并不明显。讨论了这些结果的实践意义和理论意义。
  • 13 Dyslexia: the link with visual deficits. 复制标题 收藏 收藏

    【阅读障碍:与视力障碍的联系。】 复制标题 收藏 收藏
    DOI: 复制DOI
    作者列表:Evans BJ,Drasdo N,Richards IL
    BACKGROUND & AIMS: :Some research reports suggest that visual anomalies may have a causative role in dyslexia, and on this basis certain forms of therapy have been proposed. Recently, we have published the initial results of a matched group study which found dyslexia to be associated with binocular instability, reduced amplitude of accommodation, and reduced contrast sensitivity for both low spatial frequencies and uniform field flicker. The binocular instability was best identified by measuring the vergence amplitude: a modified Dunlop test failed to differentiate reliably between the two groups. Here, we report a significant correlation between flicker threshold and binocular instability, thus linking sensory and motor visual correlates of dyslexia. We also present further new analyses on the interaction between optometric variables and the psychometric measurement of coding skills. The results of these analyses disagree with a recent claim that binocular vision anomalies might cause poor performance at coding tasks. Our studies indicate that visual characteristics are not the major aetiological factors in specific reading difficulty.
    背景与目标: :一些研究报告表明,视觉异常可能导致阅读障碍,并在此基础上提出了某些治疗方法。最近,我们发表了一项配对研究的初步结果,该研究发现阅读障碍与双眼不稳定,适应幅度降低以及低空间频率和均匀场闪烁的对比敏感度降低有关。通过测量聚焦幅度可以最好地确定双眼不稳定性:改良的Dunlop检验不能可靠地区分两组。在这里,我们报告闪烁阈值与双眼不稳定性之间存在显着相关性,从而将阅读障碍的感觉和运动视觉相关性联系起来。我们还提出了关于验光变量与编码技能的心理测量之间相互作用的进一步新分析。这些分析的结果与最近的双眼视力异常可能导致编码任务性能不佳的说法不一致。我们的研究表明,视觉特征并不是特定阅读困难的主要病因。
  • 【阅读障碍的调节和双眼功能研究。】 复制标题 收藏 收藏
    DOI:10.1111/j.1475-1313.1994.tb00550.x 复制DOI
    作者列表:Evans BJ,Drasdo N,Richards IL
    BACKGROUND & AIMS: :The visual correlates of dyslexia are the subject of controversy, and much evidence suggests that they may include some aspects of binocular and accommodative function. These factors were investigated in 43 control and 39 dyslexic children, who were matched for age, sex and performance intelligence quotient. The dyslexic group exhibited significantly lower positive and negative vergence reserves, and vergence instability when the eyes were dissociated at near. Their amplitudes of accommodation also were significantly reduced. However, other measures including dissociated and associated heterophoria and accommodative lag and facility were similar in both groups. The stability of motor ocular dominance, as assessed with a modified Dunlop test, was similar in both groups. The results of a simulated reading visual search task suggested that the vergence and accommodative dysfunction were not a major cause of the dyslexia. Further analyses, using reading-age matched groups, suggested that these ocular motor correlates were not attributable to the better reading performance in the control group. The most likely remaining explanation is that they are, in most cases, non-causal correlates of the dyslexia.
    背景与目标: :阅读障碍的视觉相关性是一个有争议的主题,许多证据表明它们可能包括双眼和调节功能的某些方面。在43名对照和39名阅读障碍儿童中对这些因素进行了调查,这些儿童的年龄,性别和表现智力商均匹配。诵读困难的人群表现出明显较低的正和负散度储备,并且当眼睛在附近分离时散度不稳定。他们的住宿幅度也大大降低。但是,两组的其他指标,包括解离和相关的异方波,适应性滞后和适应性,均相似。改良的Dunlop检验评估的运动眼优势的稳定性在两组中相似。模拟阅读视觉搜索任务的结果表明,阅读障碍和适应性功能障碍不是阅读障碍的主要原因。使用阅读年龄匹配组的进一步分析表明,这些眼动相关性并不归因于对照组中更好的阅读性能。剩下的最可能的解释是,在大多数情况下,它们是阅读障碍的非因果关系。
  • 【西班牙语中没有表面阅读障碍的语义性痴呆:语义受损的无障碍阅读。】 复制标题 收藏 收藏
    DOI:10.3233/BEN-2012-119009 复制DOI
    作者列表:Wilson MA,Martínez-Cuitiño M
    BACKGROUND & AIMS: :Surface dyslexia has been attributed to an overreliance on the sub-lexical route for reading. Typically, surface dyslexic patients commit regularisation errors when reading irregular words. Also, semantic dementia has often been associated with surface dyslexia, leading to some explanations of the reading impairment that stress the role of semantics in irregular word reading. Nevertheless, some patients have been reported with unimpaired ability to read irregular words, even though they show severe comprehension impairment. We present the case of M.B., the first Spanish-speaking semantic dementia patient to be reported who shows unimpaired reading of non-words, regular words, and - most strikingly - irregular loan words. M.B. has severely impaired comprehension of the same words he reads correctly (whether regular or irregular). We argue that M.B.'s pattern of performance shows that irregular words can be correctly read even with impaired semantic knowledge corresponding to those words.
    背景与目标: :表面阅读障碍已被归因于对次词汇阅读途径的过度依赖。通常,表面阅读障碍的患者在阅读不规则单词时会出现正则化错误。同样,语义痴呆经常与表面阅读障碍有关,导致对阅读障碍的某些解释强调了语义在不规则单词阅读中的作用。然而,据报道,有些患者即使表现出严重的理解障碍,也具有阅读不规则单词的能力。我们介绍了M.B.的案例,这是第一个被报道的西班牙语语义痴呆患者,显示出非单词,常规单词以及(最引人注目的是)不规则借用单词的阅读能力。工商管理硕士严重影响了他正确阅读的同一个单词的理解能力(无论是正常的还是不规则的)。我们认为M.B.的表现模式表明,即使在不规则单词对应的语义知识受损的情况下,也可以正确阅读这些单词。

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