Lyytinen Paula, Eklund Kenneth, Lyytinen Heikki
Department of Psychology, University of Jyväskylä, University of Jyväskylä, Finland.
Ann Dyslexia. 2005 Dec;55(2):166-92. doi: 10.1007/s11881-005-0010-y.
The relationship between late-talkers' language development and reading and spelling outcomes was examined in children with and without familial risk for dyslexia. The late-talking subgroups were defined using parent- and test-based assessments of receptive and expressive vocabulary and grammar at 2 and 2.5 years as intake criteria. The language skills of late talkers and the remainders of these two groups were assessed at 3.5, 5, and 5.5 years. Reading/spelling outcomes were compared at the end of the second grade. Late-talking toddlers of the at-risk group who had both poor receptive and expressive skills performed less well than all other groups on language measurements at 5.5 years. In contrast, the control group's late talkers with an expressive delay reached the language level of their age-mates already by 3.5 years, and maintained their age-appropriate position two years later. The most significant differences in the reading skills were found between the at-risk children with receptive and expressive delay and the remainder of the controls. Age-appropriate early language skills did not, however, ensure norm-level fluent reading in the at-risk group. The remainder of the at-risk group performed at a significantly lower level than did the remainder of the controls, both on the oral reading and spelling tasks.
研究了有和没有诵读困难家族风险的儿童中，说话晚的儿童的语言发展与阅读和拼写结果之间的关系。说话晚的亚组是根据2岁和2.5岁时基于家长和测试的接受性和表达性词汇及语法评估作为纳入标准来定义的。在3.5岁、5岁和5.5岁时评估了说话晚的儿童以及这两组中其他儿童的语言技能。在二年级末比较了阅读/拼写结果。有风险组中接受性和表达性技能都差的说话晚的幼儿在5.5岁时的语言测试中表现不如所有其他组。相比之下，对照组中存在表达延迟的说话晚的儿童在3.5岁时就已达到同龄人水平，并且在两年后保持了与其年龄相符的水平。在有接受性和表达性延迟的有风险儿童与其他对照组儿童之间，阅读技能的差异最为显著。然而，在有风险组中，与年龄相符的早期语言技能并不能确保达到正常水平的流畅阅读。在口头阅读和拼写任务中，有风险组中的其他儿童的表现明显低于对照组中的其他儿童。
