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首页> 外文期刊>Dyslexia >Relative Ease in Creating Detailed Orthographic Representations Contrasted with Severe Difficulties to Maintain Them in Long-term Memory Among Dyslexic Children
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Relative Ease in Creating Detailed Orthographic Representations Contrasted with Severe Difficulties to Maintain Them in Long-term Memory Among Dyslexic Children

机译：相对来说，创建读写困难的长期儿童的长期记忆时，要创建详细的正字法表示法与困难重重的对比

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摘要

Most research into orthographic learning abilities has been conducted in English with typically developing children using reading-based tasks. In the present study, we examined the abilities of French-speaking children with dyslexia to create novel orthographic representations for subsequent use in spelling and to maintain them in long-term memory. Their performance was compared with that of chronological age (CA)-matched and reading age (RA)-matched control children. We used an experimental task designed to provide optimal learning conditions (i.e. 10 spelling practice trials) ensuring the short-term acquisition of the spelling of the target orthographic word forms. After a 1-week delay, the long-term retention of the targets was assessed by a spelling post-test. Analysis of the results revealed that, in the short term, children with dyslexia learned the novel orthographic word forms well, only differing from both CA and RA controls on the initial decoding of the targets and from CA controls on the first two practice trials. In contrast, a dramatic drop was observed in their long-term retention relative to CA and RA controls. These results support the suggestion of the self-teaching hypothesis (Share, 1995) that initial errors in the decoding and spelling of unfamiliar words may hinder the establishment of fully specified novel orthographic representations. Copyright (c) 2015 John Wiley & Sons, Ltd.
机译：拼字学习能力的大多数研究都是用英语进行的，通常是通过阅读任务来培养成长中的孩子。在本研究中，我们检查了患有读写障碍的法语儿童的能力，以创建新颖的正字法表示形式，以便随后用于拼写并保持其长期记忆。将他们的表现与按时间顺序（CA）匹配和阅读年龄（RA）匹配的对照儿童进行比较。我们使用了旨在提供最佳学习条件（即10个拼写练习试验）的实验性任务，以确保在短期内获得目标正字词形式的拼写。延迟1周后，通过拼写后测评估目标的长期保留。对结果的分析表明，在短期内，患有诵读困难症的儿童会很好地学习新的正字法字词形式，仅与针对目标的初始解码的CA和RA控件以及前两次实践试验中的CA控件不同。相反，相对于CA和RA对照，它们的长期保留率显着下降。这些结果支持了自我教学假说的建议（Share，1995），即不熟悉的单词的解码和拼写中的初始错误可能会阻碍建立完全指定的新颖正字法表示形式。版权所有（c）2015 John Wiley＆Sons，Ltd.

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