Verhoeven L, Vermeer A
Behavioural Science Institute, Radboud University Nijmegen, HE Nijmegen, the Netherlands.
J Intellect Disabil Res. 2006 Oct;50(Pt 10):725-38. doi: 10.1111/j.1365-2788.2006.00838.x.
The aim of the present study was to examine the literacy achievement of 10- to 12-year-old native and non-native children with intellectual disabilities (ID) living in the Netherlands. An intriguing question within this context was whether the second language learning non-native children with ID would show a double disadvantage when compared with their monolingual Dutch peers with no ID.
Dutch literacy scores in the domains of word decoding, vocabulary, syntax and text were therefore compared for: (1) intellectually disabled native Dutch children; (2) intellectually disabled non-native children; (3) normally developing native Dutch children; and (4) normally developing non-native children. The interrelations between literacy subskills were also compared for native vs. non-native children with ID.
The native and non-native students diagnosed as intellectually disabled produced substantially lower literacy scores than their non-disabled peers. The differences between the native (L1) and non-native (L2) children in regular vs. special education were found to depend on the aspect of literacy considered. Word decoding and language skills turned out to significantly predict the children's reading comprehension, although some differences in the strength of relationships could also be evidenced.
The literacy achievement of intellectually disabled children with differing linguistic backgrounds generally falls behind that of their non-disabled peers. For word decoding, the non-native children in regular and special education were generally able to keep up with their native peers. For higher-order literacy abilities closely related to the mental lexicon, sentence processing and text processing, however, significant differences in the performances of the native (L1) and non-native (L2) children in regular vs. special education were found, suggesting a double disadvantage for the non-native children in special education.
本研究旨在考察生活在荷兰的10至12岁有智力障碍（ID）的本土儿童和非本土儿童的读写能力。在这种背景下，一个有趣的问题是，与没有智力障碍的单语荷兰同龄人相比，学习第二语言的有智力障碍的非本土儿童是否会表现出双重劣势。
因此，对以下几组儿童的荷兰语读写分数进行了比较：（1）有智力障碍的荷兰本土儿童；（2）有智力障碍的非本土儿童；（3）发育正常的荷兰本土儿童；（4）发育正常的非本土儿童。还比较了有智力障碍的本土儿童与非本土儿童在读写子技能之间的相互关系。
被诊断为有智力障碍的本土和非本土学生的读写分数明显低于他们没有智力障碍的同龄人。结果发现，本土（第一语言）和非本土（第二语言）儿童在普通教育和特殊教育方面的差异取决于所考虑的读写方面。尽管在关系强度上也存在一些差异，但单词解码和语言技能被证明能显著预测儿童的阅读理解能力。
具有不同语言背景的有智力障碍儿童的读写能力普遍落后于他们没有智力障碍的同龄人。在单词解码方面，接受普通教育和特殊教育的非本土儿童通常能够跟上他们的本土同龄人。然而，对于与心理词汇、句子处理和文本处理密切相关的高阶读写能力，在普通教育和特殊教育中，本土（第一语言）和非本土（第二语言）儿童的表现存在显著差异，这表明接受特殊教育的非本土儿童存在双重劣势。
