有阅读困难高风险的儿童的语言和语音技能。
Language and phonological skills in children at high risk of reading difficulties.
作者信息
Carroll Julia M, Snowling Margaret J
机构信息
Department of Psychology, University of York, UK.
出版信息
J Child Psychol Psychiatry. 2004 Mar;45(3):631-40. doi: 10.1111/j.1469-7610.2004.00252.x.
BACKGROUND
Dyslexia is now generally acknowledged to involve difficulties in phonological processing. However, the links between reading difficulties and speech difficulties remain unclear.
METHOD
In the present study, 17 children with speech difficulties between the ages of four and six were compared to children with a family history of dyslexia and normally developing controls on phonological processing, phonological learning, phonological awareness and literacy tasks.
RESULTS
The two groups of children at risk of reading difficulties showed very similar patterns of impairment, with average vocabulary but poor input and output speech processing, phonological learning, phonological awareness and reading development.
CONCLUSIONS
It is concluded that the antecedents of reading difficulty are similar in these two groups of children, with both groups showing deficits in the development of phonological representations.
背景
诵读困难现在普遍被认为涉及语音处理方面的困难。然而，阅读困难与言语困难之间的联系仍不明确。
方法
在本研究中，将17名4至6岁有言语困难的儿童与有诵读困难家族史的儿童以及正常发育的对照组儿童在语音处理、语音学习、语音意识和读写任务方面进行了比较。
结果
两组有阅读困难风险的儿童表现出非常相似的损伤模式，词汇量平均，但言语输入和输出处理、语音学习、语音意识和阅读发展较差。
结论
得出的结论是，这两组儿童阅读困难的先兆相似，两组在语音表征发展方面均表现出缺陷。
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