Hamilton S Sutton, Glascoe Frances P
Underwood-Memorial Hospital Family Medicine Residency, Woodbury, New Jersey, USA.
Am Fam Physician. 2006 Dec 15;74(12):2079-84.
Reading difficulties are common and are associated with poor long-term academic achievement. Evaluation of a child's developmental, educational, and family histories in conjunction with standardized screening tests (e.g., Ages and Stages Questionnaires, Parents' Evaluation of Developmental Status, Safety Word Inventory and Literacy Screener) can increase recognition of risk factors for reading difficulties. Validated, office-based, standardized screening tests and school-administered standardized achievement tests (e.g., California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, Stanford Achievement Test) can be used to assess school-age children with reading difficulties. Reading difficulties in children often are caused by environmental and organic risk factors. However, many children have reading or learning disabilities and will have lifelong difficulties with reading despite adequate intervention. Children with substantial reading difficulties should receive a full educational assessment. There is good evidence that individualized instruction emphasizing increased phonologic awareness can have a favorable long-term effect on academic achievement.
阅读困难很常见，并且与长期学业成绩不佳有关。结合标准化筛查测试（例如，年龄与阶段问卷、家长对发育状况的评估、安全词汇量表和识字筛查工具）对儿童的发育、教育和家族史进行评估，可以提高对阅读困难风险因素的识别。经过验证的、基于门诊的标准化筛查测试以及学校管理的标准化学业成就测试（例如，加利福尼亚成就测试、衣阿华基本技能测试、大都会成就测试、斯坦福成就测试）可用于评估有阅读困难的学龄儿童。儿童的阅读困难通常由环境和器质性风险因素引起。然而，许多儿童患有阅读或学习障碍，尽管进行了充分的干预，他们在阅读方面仍将面临终身困难。有严重阅读困难的儿童应接受全面的教育评估。有充分证据表明，强调增强语音意识的个性化教学对学业成绩有良好的长期影响。
