Torppa Minna, Poikkeus Anna-Maija, Laakso Marja-Leena, Eklund Kenneth, Lyytinen Heikki
Department of Psychology, University of Jyvaskyla.
Dev Psychol. 2006 Nov;42(6):1128-1142. doi: 10.1037/0012-1649.42.6.1128.
The authors examined the developmental trajectories of children's early letter knowledge in relation to measures spanning and encompassing their prior language-related and cognitive measures and environmental factors and their subsequent Grade 1 reading achievement. Letter knowledge was assessed longitudinally at ages 4.5, 5.0, 5.5, and 6.5 years; earlier language skills and environmental factors were assessed at ages 3.5 and 4.5 years; and reading achievement was assessed at the beginning and end of Grade 1. The analyses were conducted on a longitudinal data set involving children with and without familial risk for dyslexia. Emerging from the trajectory analysis of letter knowledge were 3 separate clusters: delayed (n = 63), linearly growing (n = 73), and precocious (n = 51). The members of the delayed cluster were predominantly children with familial risk for dyslexia, and the members of the precocious cluster were predominantly control group children. Phonological sensitivity, phonological memory, and rapid naming skills predicted delayed letter knowledge. Environmental predictors included level of maternal education and the amount of letter name teaching. Familial risk for dyslexia made a significant contribution to the predictive relations. Membership in the delayed cluster predicted poor reading performance at Grade 1.
作者研究了儿童早期字母知识的发展轨迹，这些轨迹与一系列涵盖其先前语言相关、认知测量以及环境因素的指标，及其随后一年级的阅读成绩相关。字母知识在4.5岁、5.0岁、5.5岁和6.5岁时进行纵向评估；早期语言技能和环境因素在3.5岁和4.5岁时进行评估；阅读成绩在一年级开始和结束时进行评估。分析是在一个纵向数据集上进行的，该数据集涉及有和没有诵读困难家族风险的儿童。从字母知识的轨迹分析中出现了3个不同的集群：延迟发展组（n = 63）、线性增长组（n = 73）和早熟组（n = 51）。延迟发展组的成员主要是有诵读困难家族风险的儿童，早熟组的成员主要是对照组儿童。语音敏感性、语音记忆和快速命名技能可预测延迟的字母知识。环境预测因素包括母亲的教育水平和字母名称教学的数量。诵读困难的家族风险对预测关系有显著贡献。延迟发展组的成员预测一年级时阅读成绩较差。
