Varieties of developmental reading disorder: Genetic and environmental influences

被引:123
作者
Castles, A [1 ]
Datta, H
Gayan, J
Olson, RK
机构
[1] Univ Melbourne, Dept Psychol, Parkville, Vic 3052, Australia
[2] Univ Colorado, Boulder, CO 80309 USA
关键词
reading disorders; dyslexia; subtypes of dyslexia; genetic influences; behavioral genetics; orthographic deficits; phonological deficits;
D O I
10.1006/jecp.1998.2482
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
There is widespread support for the notion that subgroups of dyslexics can be identified who differ in their reading profiles: Developmental phonological dyslexia is characterized by poor nonword reading, while developmental surface dyslexia is distinguished by a particular difficulty in reading irregular welds. However, there is much less agreement about how these subtypes, and particularly the surface dyslexic pattern, are to be accounted for within theoretical models of the reading system. To assist in addressing this issue, the heritability of reading deficits in dyslexic subtypes was examined using a twin sample. Subjects' scores on (a) an exception word reading task and (b) a nonword reading task were used to create a subtype dimension, and surface and phonological dyslexic subgroups were selected from the ends of this distribution. Reading deficits were found to be significantly heritable in-both subgroups. However, the genetic contribution to the group reading deficit was much greater in the phonological dyslexics than in the surface dyslexics. The finding of differential genetic etiology across subtypes suggests that there is at least partial independence in the development of the cognitive processes involved in reading exception words and nonwords. Also, the results support accounts of surface dyslexia which emphasize a strong environmental contribution, (C) 1999 Academic Press.
引用
收藏
页码:73 / 94
页数:22
相关论文
共 31 条
[1]  
[Anonymous], 1997, Scientific Studies of Reading
[2]  
[Anonymous], 1980, DEEP DYSLEXIA
[3]  
BODER E, 1973, DEV MED CHILD NEUROL, V15, P663
[4]   A READING-LEVEL DESIGN STUDY OF PHONOLOGICAL SKILLS UNDERLYING 4TH-GRADE CHILDRENS WORD READING DIFFICULTIES [J].
BOWEY, JA ;
CAIN, MT ;
RYAN, SM .
CHILD DEVELOPMENT, 1992, 63 (04) :999-1011
[5]   DIFFICULTIES IN AUDITORY ORGANIZATION AS A POSSIBLE CAUSE OF READING BACKWARDNESS [J].
BRADLEY, L ;
BRYANT, PE .
NATURE, 1978, 271 (5647) :746-747
[6]   THE ANALYSIS OF WORD SOUNDS BY YOUNG-CHILDREN [J].
BRUCE, DJ .
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1964, 34 (02) :158-170
[7]   PERSISTENCE OF DYSLEXICS PHONOLOGICAL AWARENESS DEFICITS [J].
BRUCK, M .
DEVELOPMENTAL PSYCHOLOGY, 1992, 28 (05) :874-886
[8]   VARIETIES OF DEVELOPMENTAL DYSLEXIA [J].
CASTLES, A ;
COLTHEART, M .
COGNITION, 1993, 47 (02) :149-180
[9]   MODELS OF READING ALOUD - DUAL-ROUTE AND PARALLEL-DISTRIBUTED-PROCESSING APPROACHES [J].
COLTHEART, M ;
CURTIS, B ;
ATKINS, P ;
HALLER, M .
PSYCHOLOGICAL REVIEW, 1993, 100 (04) :589-608
[10]  
COLTHEART M, 1978, STRATEGIES INFORMATI