Studies in consistent orthographies using reading‐level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek‐speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.

中文翻译：

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一致拼字法中的阅读障碍：来自阅读水平比赛设计的证据

使用阅读水平（RL）匹配设计的一致正字法研究产生了矛盾的结果，这可能是由于许多研究中普遍能力和RL匹配存在问题。我们在语言能力和非语言能力以及没有上限效果的阅读任务上对参与者进行了匹配，并比较了患有阅读障碍的4年级和6年级希腊语儿童与不同年龄段（CA）和RL匹配对照组的表现。与阅读困难有关的任务（语音意识，快速命名，语音记忆和拼字处理）。结果表明，尽管在大多数任务中4年级和6年级阅读障碍者的表现均比CA组差，但在所包括的任何任务中，他们的表现均不比RL组差。