Rispens Judith, Been Pieter
PI Research, Duivendrecht, the Netherlands.
Int J Lang Commun Disord. 2007 May-Jun;42(3):293-305. doi: 10.1080/13682820600988777.
Problems with subject-verb agreement and phonological (processing) skills have been reported to occur in children with specific language impairment (SLI) and in those with developmental dyslexia, but only a few studies have compared such problems in these two groups. Previous studies have claimed a causal relationship between phonological processing deficits and morphosyntactic problems.
The following questions were addressed in this study: (1) Are children with developmental dyslexia and SLI comparable in the level of sensitivity to subject-verb agreement, phonological awareness, and non-word repetition? (2) Are children with developmental dyslexia and SLI comparable in their performance profiles on tasks tapping subject-verb agreement, phonological awareness, and non-word repetition? (3) Are deficits in phonological processing skills related to morphosyntactic deficits?
METHODS & PROCEDURES: Forty-five children (mean age = 8;6 years) with developmental dyslexia, SLI and typically developing children participated. The sensitivity to subject-verb agreement, phonological awareness, and non-word repetition was measured.
OUTCOMES & RESULTS: Both the children with dyslexia and with SLI made more errors than the control children on the subject-verb agreement task, with the children with dyslexia scoring significantly better than the children with SLI. Similarly, the children with SLI and dyslexia both performed more poorly on the phoneme-deletion task than the control group. Both clinical groups performed more poorly on the non-word repetition task than the control children, with the children with dyslexia outperforming the children with SLI. In all three tasks differences in performance profiles were found between the children with developmental dyslexia and SLI. Across all three groups non-word repetition was correlated with morphosyntactic sensitivity.
The results show similarities between the performances of children with SLI and dyslexia on tasks tapping subject-verb agreement, phonological awareness, and non-word repetition: they scored more poorly than typically developing children. Qualitative analyses revealed, however, differences in the error patterns on all three tasks. Associations between non-word repetition and sensitivity to subject-verb agreement were found, suggesting that problems with phonological processing impact on morphosyntactic skills.
据报道，特定语言障碍（SLI）儿童和发育性阅读障碍儿童存在主谓一致问题和语音（处理）技能问题，但只有少数研究比较了这两组儿童的此类问题。先前的研究声称语音处理缺陷与形态句法问题之间存在因果关系。
本研究探讨了以下问题：（1）发育性阅读障碍儿童和SLI儿童在主谓一致敏感性、语音意识和非词重复水平上是否具有可比性？（2）发育性阅读障碍儿童和SLI儿童在涉及主谓一致、语音意识和非词重复的任务中的表现特征是否具有可比性？（3）语音处理技能缺陷与形态句法缺陷是否相关？
45名发育性阅读障碍儿童、SLI儿童和发育正常儿童（平均年龄 = 8;6岁）参与了研究。测量了主谓一致敏感性、语音意识和非词重复能力。
阅读障碍儿童和SLI儿童在主谓一致任务中的错误均多于对照组儿童，阅读障碍儿童的得分显著高于SLI儿童。同样，SLI儿童和阅读障碍儿童在音素删除任务中的表现均比对照组差。两个临床组在非词重复任务中的表现均比对照组儿童差，阅读障碍儿童的表现优于SLI儿童。在所有三项任务中，发育性阅读障碍儿童和SLI儿童的表现特征存在差异。在所有三组中，非词重复与形态句法敏感性相关。
结果表明，SLI儿童和阅读障碍儿童在涉及主谓一致、语音意识和非词重复的任务中的表现存在相似之处：他们的得分比发育正常的儿童差。然而，定性分析显示，在所有三项任务的错误模式上存在差异。发现非词重复与主谓一致敏感性之间存在关联，表明语音处理问题会影响形态句法技能。
