患有语音障碍的儿童亚组的学前读写技能。
Pre-literacy skills of subgroups of children with speech sound disorders.
作者信息
Raitano Nancy A, Pennington Bruce F, Tunick Rachel A, Boada Richard, Shriberg Lawrence D
机构信息
Department of Psychology, University of Denver, Denver, CO 80208, USA.
出版信息
J Child Psychol Psychiatry. 2004 May;45(4):821-35. doi: 10.1111/j.1469-7610.2004.00275.x.
BACKGROUND
The existing literature has conflicting findings about the literacy outcome of children with speech sound disorders (SSD), which may be due to the heterogeneity within SSD. Previous studies have documented that two important dimensions of heterogeneity are the presence of a comorbid language impairment (LI) and the persistence of SSD, but these factors have not been examined separately.
METHOD
The current study used a 2 x 2 MANOVA design (with follow-up MANCOVAs) to examine how a comorbid language impairment (LI) and the persistence of SSD relate to pre-literacy skills in a sample of 5- to 6-year-old children with SSD.
RESULTS
Significant main effects for persistent SSD and LI were obtained, such that each factor was associated with worse performance on pre-literacy tasks, particularly those assessing phonological awareness (even with nonverbal IQ covaried). In addition, even SSD children with normalized speech without LI were found to have deficits on phonological awareness tasks relative to control participants.
CONCLUSIONS
These results suggest that a history of SSD and comorbid LI are strong correlates of pre-literacy deficits.
背景
现有文献对于语音障碍（SSD）儿童的识字结果存在相互矛盾的研究发现，这可能是由于语音障碍内部的异质性所致。先前的研究表明，异质性的两个重要维度是共病语言障碍（LI）的存在以及语音障碍的持续性，但这些因素尚未分别进行研究。
方法
本研究采用2×2多变量方差分析设计（并进行后续的多变量协方差分析），以检验共病语言障碍（LI）和语音障碍的持续性如何与5至6岁语音障碍儿童样本的学前识字技能相关。
结果
获得了语音障碍持续性和语言障碍的显著主效应，即每个因素都与学前识字任务的较差表现相关，尤其是那些评估语音意识的任务（即使在控制了非言语智商的情况下）。此外，相对于对照组参与者，即使是语音已正常化且无语言障碍的语音障碍儿童在语音意识任务上也存在缺陷。
结论
这些结果表明，语音障碍病史和共病语言障碍与学前识字缺陷密切相关。
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