Frost Jørgen, Madsbjerg Sigrid, Niedersøe Jan, Olofsson Ake, Sørensen Peer Møller
Bredtvet Resource Centre, Norway.
Dyslexia. 2005 May;11(2):79-92. doi: 10.1002/dys.292.
The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books. The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence.
本纵向研究调查了学前语义技能（词汇、理解和句子构建）、语音意识与后期单词解码和阅读理解技能之间的关系。200多名丹麦儿童从三岁时的言语治疗师筛查开始，历经六岁时的语音小组筛查、二年级的单词解码测试、三、四、六年级的句子阅读测试，直至九年级（16岁）的文本阅读测试。预测变量包括标准化测试结果、专业评估以及对书籍的兴趣因素。结果表明，三岁时的语义变量和对书籍的兴趣以及六岁时的语音变量均能显著预测16岁时的阅读发展。此外，结果还显示语义和语音变量对阅读发展的主要影响在发生变化。与三岁时的语义变量相比，六岁时的语音意识在二年级初对阅读的影响似乎最大。在其他所有时间点的测量中，语义变量的影响最大。
