Molfese V J, Molfese D L, Modgline A A
University of Louisville, Center for Research in Early Childhood, School of Education, KY 40292, USA.
J Learn Disabil. 2001 Nov-Dec;34(6):545-54. doi: 10.1177/002221940103400607.
This study examined how the development of foundation skills in speech perception, language, short-term memory, and family demographics and activities in the home environment influence the development of reading skills. Data from 96 children participating in a longitudinal research project were used. It was hypothesized that measures of specific foundation skills in the preschool period and measures of family demographics and home environment could be used to identify children's reading abilities. As expected, most of the foundation skills were found to be related to and predictive of reading scores. Event-related potential (ERP) measures of speech perception, which have previously been found to be predictive of reading abilities, and measures of family and home activities and language measures were related to reading scores. Verbal short-term memory scores contributed little to the prediction of reading scores. These variables influenced the results whether they were used to discriminate reading groups or to predict a continuum of reading scores, but there were large differences in the amount of variance accounted for. More variance was accounted for in the group analyses than in the continuum analyses.
本研究考察了言语感知、语言、短期记忆等基础技能的发展以及家庭人口统计学特征和家庭环境中的活动如何影响阅读技能的发展。研究使用了来自96名参与纵向研究项目的儿童的数据。研究假设，学前阶段特定基础技能的测量指标以及家庭人口统计学特征和家庭环境的测量指标可用于识别儿童的阅读能力。正如预期的那样，大多数基础技能被发现与阅读成绩相关且具有预测性。先前已发现言语感知的事件相关电位（ERP）测量指标可预测阅读能力，家庭和家庭活动的测量指标以及语言测量指标与阅读成绩相关。言语短期记忆分数对阅读成绩预测作用不大。这些变量无论用于区分阅读组还是预测阅读成绩的连续体，都会影响结果，但所解释的方差量存在很大差异。与连续体分析相比，分组分析中解释的方差更多。
