Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge
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引用次数: 5
Abstract
During parafoveal processing, skilled readers encode letter identity independently of letter position (Johnson et al., 2007). In the current experiment, we examined orthographic parafoveal processing in readers with dyslexia. Specifically, the eye movements of skilled readers and adult readers with dyslexia were recorded during a boundary paradigm experiment (Rayner, 1975). Parafoveal previews were either identical to the target word (e.g., nearly), a transposed-letter preview (e.g., enarly), or a substituted-letter preview (e.g., acarly). Dyslexic and non-dyslexic readers demonstrated orthographic parafoveal preview benefits during silent sentence reading and both reading groups encoded letter identity and letter position information parafoveally. However, dyslexic adults showed, that very early in lexical processing, during parafoveal preview, the positional information of a word's initial letters were encoded less flexibly compared to during skilled adult reading. We suggest that dyslexic readers are less able to benefit from correct letter identity information (i.e., in the letter transposition previews) due to the lack of direct mapping of orthography to phonology. The current findings demonstrate that dyslexic readers show consistent and dyslexic-specific reading difficulties in foveal and parafoveal processing during silent sentence reading.
在旁中央凹加工过程中,熟练的阅读者对字母身份的编码与字母位置无关(Johnson et al., 2007)。在当前的实验中,我们研究了诵读困难的读者的正字法中央凹旁加工。具体来说,在边界范式实验中记录了熟练读者和患有阅读障碍的成年读者的眼球运动(Rayner, 1975)。旁中央预览要么与目标单词相同(例如,nearly),要么是调换字母的预览(例如,enarly),要么是替换字母的预览(例如,acarly)。阅读困难者和非阅读困难者在默读句子时均表现出正字法旁中央凹预览的好处,两组阅读者都表现出对字母身份和字母位置信息的旁中央凹编码。然而,有阅读障碍的成年人表明,在词汇加工的早期,在中央凹旁预览期间,单词首字母的位置信息编码比熟练成人阅读时更不灵活。我们认为,由于缺乏对正字法和音韵学的直接映射,阅读困难的读者不太能够从正确的字母身份信息中获益(即,在字母换位预览中)。目前的研究结果表明,诵读困难的读者在默读句子时,在中央凹和旁中央凹加工中表现出一致的和特定的诵读困难。
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine