In a group of adult dyslexics word reading and, especially, word spelling are predicted more by what we have called lexical learning (tapped by a paired-associate task with pictures and written nonwords) than by phonological skills. Nonword reading and spelling, instead, are not associated with this task but they are predicted by phonological tasks. Consistently, surface and phonological dyslexics show opposite profiles on lexical learning and phonological tasks. The phonological dyslexics are more impaired on the phonological tasks, while the surface dyslexics are equally or more impaired on the lexical learning tasks. Finally, orthographic lexical learning explains more variation in spelling than in reading, and subtyping based on spelling returns more interpretable results than that based on reading. These results suggest that the quality of lexical representations is crucial to adult literacy skills. This is best measured by spelling and best predicted by a task of lexical learning. We hypothesize that lexical learning taps a uniquely human capacity to form new representations by recombining the units of a restricted set.

中文翻译：

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发展性阅读障碍中的词汇和非词汇加工：不同资源和不同障碍的案例

在一组有阅读障碍的成人中，单词阅读，尤其是单词拼写更多地是通过我们所谓的词汇学习（通过与图片和书面非单词的配对关联任务挖掘）而不是语音技能来预测的。相反，非单词阅读和拼写与此任务无关，但它们由语音任务预测。一致地，表面和语音阅读障碍在词汇学习和语音任务上表现出相反的特征。语音阅读障碍者在语音任务中受损更严重，而表面阅读障碍者在词汇学习任务上同样或更多受损。最后，拼写词汇学习比阅读解释了更多的拼写变化，基于拼写的子类型比基于阅读的子类型返回更多可解释的结果。这些结果表明，词汇表征的质量对成人识字技能至关重要。这最好通过拼写来衡量，最好通过词汇学习任务来预测。我们假设词汇学习利用人类独特的能力，通过重新组合受限集合的单位来形成新的表示。