Cornwall A
Psychology Department, IWK Children's Hospital, Halifax, Nova Scotia, Canada.
J Learn Disabil. 1992 Oct;25(8):532-8. doi: 10.1177/002221949202500808.
The present study examined the relationship of phonological awareness, naming speed, and verbal memory to the scores obtained from five tests assessing word attack, word identification, reading comprehension, and spelling skills in 54 children with severe reading disabilities (48 boys and 6 girls; M age = 9 years, 7 months). Multiple regression analyses indicated that the best predictor of achievement across the five academic tests was the Verbal Comprehension factor from the Wechsler Intelligence Scale for Children-Revised. Age, socioeconomic status (SES), and externalizing behavior problems were also significant predictors of achievement, depending on the academic measure. After controlling for age, SES, behavior problems, and intelligence, the phonological awareness task added significantly to the prediction of word attack, spelling, and reading comprehension scores; rapid letter naming added significantly to the prediction of word identification and prose passage speed and accuracy scores; and a word-list memory task added significantly to the prediction of word recognition scores. These results suggest that several independent processes interact to determine the extent and severity of reading problems.
本研究考察了54名严重阅读障碍儿童（48名男孩和6名女孩；平均年龄=9岁7个月）的语音意识、命名速度和言语记忆与五项测试所得分数之间的关系，这五项测试评估了单词攻击、单词识别、阅读理解和拼写技能。多元回归分析表明，韦氏儿童智力量表修订版中的言语理解因子是五项学业测试成绩的最佳预测指标。年龄、社会经济地位（SES）和外化行为问题也是成绩的重要预测指标，具体取决于学业测量指标。在控制了年龄、SES、行为问题和智力之后，语音意识任务对单词攻击、拼写和阅读理解分数的预测有显著增加；快速字母命名对单词识别、散文段落速度和准确性分数的预测有显著增加；单词列表记忆任务对单词识别分数的预测有显著增加。这些结果表明，几个独立的过程相互作用，以确定阅读问题的程度和严重程度。
