Children of reading age diagnosed with dyslexia show deficits in reading and spelling skills, but early markers of later dyslexia are already present in infancy in auditory processing and phonological domains. Deficits in lexical development are not typically associated with dyslexia. Nevertheless, it is possible that early auditory/phonological deficits would have detrimental effects on the encoding and storage of novel lexical items. Word‐learning difficulties have been demonstrated in school‐aged dyslexic children using paired associate learning tasks, but earlier manifestations in infants who are at family risk for dyslexia have not been investigated. This study assessed novel word learning in 19‐month‐old infants at risk for dyslexia (by virtue of having one dyslexic parent) and infants not at risk for any developmental disorder. Infants completed a word‐learning task that required them to map two novel words to their corresponding novel referents. Not at‐risk infants showed increased looking time to the novel referents at test compared with at‐risk infants. These findings demonstrate, for the first time, that at‐risk infants show differences in novel word‐learning (fast‐mapping) tasks compared with not at‐risk infants. Our findings have implications for the development and consolidation of early lexical and phonological skills in infants at family risk of later dyslexia.

中文翻译：

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患有家庭阅读障碍的婴儿的新型单词学习缺陷

被诊断患有阅读障碍的阅读年龄儿童的阅读和拼写技能不足，但后来的阅读障碍的早期标志已经出现在婴儿的听觉处理和语音领域。词汇发展中的缺陷通常与阅读障碍无关。但是，早期的听觉/语音缺陷可能会对新型词汇的编码和存储产生不利影响。使用配对的联想学习任务已在学龄儿童阅读障碍儿童中证明了单词学习困难，但尚未对有家庭阅读障碍风险的婴儿的早期表现进行调查。这项研究评估了19个月大的有诵读困难风险的婴儿（由于有一个阅读障碍的父母）和没有任何发育障碍风险的婴儿的新颖单词学习。婴儿完成了单词学习任务，要求他们将两个新颖的单词映射到其相应的新颖对象。与高危婴儿相比，没有高危婴儿对接受测试的新对象的看时间更长。这些发现首次证明，与没有危险的婴儿相比，有危险的婴儿在新颖的单词学习（快速映射）任务中表现出差异。我们的发现对具有后期阅读障碍家庭风险的婴儿的早期词汇和语音技能的发展和巩固具有重要意义。与没有危险的婴儿相比，有危险的婴儿在新颖的单词学习（快速映射）任务中表现出差异。我们的发现对具有后期阅读障碍家庭风险的婴儿的早期词汇和语音技能的发展和巩固具有重要意义。与没有危险的婴儿相比，有危险的婴儿在新颖的单词学习（快速映射）任务中表现出差异。我们的发现对具有后期阅读障碍家庭风险的婴儿的早期词汇和语音技能的发展和巩固具有重要意义。