关键词: 发展性阅读障碍, 同音判断, 语音通达

Abstract: Studies on English-speaking developmental dyslexia have converged to suggest that phonological impairments play a causal role in the genesis of difficulties in learning to read. The characteristic and nature of phonological processing in Chinese-speaking developmental dyslexia is still unclear. The present study examined the properties of phonological access of Chinese-speaking developmental dyslexia. The subjects were 12 right-handed dyslexic fifth graders (aged 10-11.5 years) and 12 age-matched controls. We screen dyslexic children using character recognition test, reading fluency test and teacher rating, the nonverbal-IQ (measured by Raven's Standard Progressive Matrices) of dyslexic group and controls was balanced. The experimental task was on-line homophone judgment, the orthographic similarity of pairs of characters that were presented consecutively was manipulated, and the interval between the presentations of two characters in each pair was 400 ms. Participants were asked to make “Yes” or “No” decision. The results indicated that: compared to non-related characters, the orthographic similarity characters could facilitate the phonological activation of characters that shared the same phonological representations, but interfere the phonological activation of characters that didn't share the same phonological representations. This effect varied with reading abilities, compared with age-matched controls, the orthographic similarity of the presented pair of characters had much more influence on the homophone judgment latency and accuracy of dyslexic children. These results showed that the phonological activation in visual character recognition was influenced by orthographic similarity characters, this effect was modulated by reading skills, with larger effect in developmental dyslexia, which suggested that their phonological access in whole character level was less efficient.

Key words: developmental dyslexia, homophone judgment, phonological access