摘要：视听整合能力对个体阅读能力的获得具有重要作用。本文回顾了发展性阅读障碍视听整合的行为和神经机制研究,发现拼音文字阅读障碍者在语言领域和感知觉领域均存在视听整合缺陷。中文发展性阅读障碍在行为和脑神经机制上都具有不同于拼音文字阅读障碍的独特表现,但目前关于中文阅读障碍视听整合能力的研究依然欠缺。未来研究需要进一步探查中文发展性阅读障碍的视听整合能力,以找到中文阅读障碍的原因。

The first and critical step for becoming a successful reader is to be able to form reliable associations between visual ( orthography ) and auditory ( phonology ) representations． This requires one to have an intact crossmodal integration ability． This ability refers to the competence to combine information across the visual and auditory modalities to make a perceptual judgment． Developmental dyslexia ( DD) ， characterized by significantly lower reading ability than the normal people， is a special learning disability resulted from the neurobiological deficit． Studies in alphabetic languages have evidenced that impaired audiovisual integration ability might be one of the core causes of dyslexia． Children or adults with dyslexia exhibites impaired audiovisual integration ability in both linguistic process ( Snowling 1980; Yap and van der Leij 1993; Fox 1994; Whatmough， etal． 1999; Meyler and Breznitz 2003; Hairston， et al． 2005; Shaul 2014) and nonlinguistic process ( Laasonen， et al． 2000; Breznitz and Meyler 2003; Harrar， et al． 2014) ．Ｒecently brain-imaging studies using techniques of Functional Magnetic Ｒesonance Imaging ( fMＲI ) or Event related potential ( EＲP ) showed that dyslexic readers underactivate regions of the multisensory association areas， such as the superior temporal sulcus ( STS) ， the planum and Heschl's sulcus ( Blau， et al． 2009) ， the insula ( Kast， etal． 2011 ) ， as well as the supramarginal gyrus ( SMG ) ( Holloway， et al． 2015 ) ．Furthermore， it is found that the early and automatic combination between letters and
speech sound in the auditory association cortex fails to take place for both dyslexic children ( Froyen， et al． 2011) and adults ( Mittag， et al． 2013) ．
Numerous studies have found that Chinese children with dyslexia have different behavioral performance ( Meng 2000; Wu 2004; Liu， et al． 2006; Wang， et al． 2010; Qian and Bi 2014) and neural mechanism ( Tan， et al． 2005; Bolger， et al． 2005; Siok， etal． 2009; Yang， et al． 2013) in reading from alphabetic language dyslexia． The most common deficit among Chinese dyslexia is visual-orthography difficulty ( Ho， et al． 2002) ，whereas a phonological awareness deficit has been considered the salient feature of alphabetic dyslexia ( Chung and Ho 2010 ) ． Hence， cognitive deficits in unimodal processing in Chinese dyslexia are different from that of alphabetic dyslexia． If intact unimodal orthography or phonological skill is necessary for Chinese characters reading， it could be conjectured that Chinese developmental dyslexia would show unique integration problems compared with alphabetic dyslexia． However， the characteristics of audiovisual integration performance and its neural mechanism in Chinese dyslexics are still unknown．To explore the causes of Chinese dyslexia， future studies are needed to investigate the ability of audiovisual integration in Chinese children with dyslexia．Keywords developmental dyslexia， Chinese， audiovisual integration，