Larkin Rebecca F, Snowling Margaret J
Faculty of Health and Life Sciences, York St. John University, York, UK.
Int J Lang Commun Disord. 2008 Jan-Feb;43(1):111-24. doi: 10.1080/13682820601178584.
Bishop and Snowling (2004) proposed that children with language impairments (LI) and children with reading difficulties (RD) can be considered to be on a (phonological) continuum of risk for reading impairments.
The first aim of the present study was to address two specific hypotheses about the relationship between RD and LI. The severity hypothesis proposes that LI is a more severe form of RD. In contrast, the dyslexia-plus hypothesis proposes that children with LI share the same phonological deficit as children with RD, but also have impairments in non-phonological language skills. The second aim of the study was to further our understanding of the spelling skills of children with LI.
METHODS & PROCEDURES: Twenty-three children with primary language impairments (LI) and 22 children with primary reading impairments (RD) matched on chronological and reading age were compared with typically developing children. The children's performance on tests of phoneme deletion, phonological memory, and spelling accuracy and phonetic spelling was compared.
OUTCOMES & RESULTS: Children with LI showed poorer phonological memory performance than children with RD and age controls, whereas both clinical groups performed significantly worse than the age controls on the phoneme deletion task and comparably to reading-age controls. Children with LI and RD were impaired for their age at phonetic spelling, the children with LI showing the more severe impairment. Further exploration of the data identified two different profiles among children with LI; some of these children had poorer phonological skills than predicted from receptive vocabulary, supporting the severity hypothesis. The other group showed a profile with concurrent impairments in vocabulary and phonological skills, in line with the dyslexia-plus hypothesis.
The findings suggest that a subgroup of children with LI may be experiencing a severe form of dyslexia. The results further suggest that children with LI have difficulty producing phonologically plausible spellings.
毕晓普和斯诺林（2004年）提出，语言障碍儿童（LI）和阅读困难儿童（RD）可被视为处于阅读障碍风险的（语音）连续统一体上。
本研究的首要目的是探讨关于RD和LI之间关系的两个具体假设。严重程度假设提出，LI是RD的一种更严重形式。相比之下，诵读困难加假设提出，LI儿童与RD儿童存在相同的语音缺陷，但在非语音语言技能方面也存在障碍。本研究的第二个目的是进一步了解LI儿童的拼写技能。
将23名原发性语言障碍（LI）儿童和22名原发性阅读障碍（RD）儿童（根据年龄和阅读年龄匹配）与发育正常的儿童进行比较。比较了这些儿童在音素删除、语音记忆以及拼写准确性和语音拼写测试中的表现。
LI儿童在语音记忆表现上比RD儿童和年龄匹配的对照组儿童差，而两个临床组在音素删除任务上的表现均显著低于年龄匹配的对照组，与阅读年龄匹配的对照组相当。LI和RD儿童在语音拼写方面相对于其年龄存在缺陷，LI儿童表现出更严重的缺陷。对数据的进一步探索在LI儿童中发现了两种不同的情况；其中一些儿童的语音技能比根据接受性词汇预测的更差，支持严重程度假设。另一组表现出词汇和语音技能同时受损的情况，符合诵读困难加假设。
研究结果表明，一部分LI儿童可能患有严重形式的诵读困难。结果还表明，LI儿童在生成语音合理的拼写方面存在困难。
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