ABSTRACT

We assessed nonword repetition (NWR) skills in 7–9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes within the nonword) and presentation modality (audio-only versus audiovisual) to probe potential phonological processing differences among the groups. Across tasks, the dyslexia-only and DLD-only groups performed similarly to each other and intermediately to the TD and DLD+dyslexia groups. In the experimental task, nonwords with low phonemic variability were produced less accurately in both modalities, and audiovisual presentation facilitated accurate repetition of low phonemic variability nonwords. A lack of a group interaction with phonemic variability or presentation modality suggests similarities, despite group differences, in how underlying phonological representations influence task performance. Overall, results suggest that poor NWR is associated with both dyslexia and DLD, and that co-occurrence compounds this difficulty.

 抽象的

我们评估了患有阅读障碍（仅阅读障碍）、发展性语言障碍（仅 DLD）、同时发生的 DLD+阅读障碍和典型发育（TD）的 7-9 岁儿童的非单词重复（NWR）技能。参考和实验任务。实验任务操纵音素变异性（非单词内辅音音素之间的差异）和呈现方式（纯音频与视听）来探讨各组之间潜在的语音处理差异。在各项任务中，仅存在阅读障碍和仅存在 DLD 的组的表现彼此相似，并且介于 TD 和 DLD+阅读障碍组之间。在实验任务中，两种模态中产生的低音位变异性非单词的准确度较低，而视听呈现有助于准确重复低音位变异性非单词。缺乏音位变异或表达方式的群体互动表明，尽管存在群体差异，但潜在的语音表征如何影响任务表现方面存在相似之处。总体而言，结果表明 NWR 差与阅读障碍和 DLD 相关，并且同时出现加剧了这一困难。