Smythe Ian, Everatt John, Al-Menaye Nasser, He Xianyou, Capellini Simone, Gyarmathy Eva, Siegel Linda S
Ibis Creative Consultants Ltd, UK.
Dyslexia. 2008 Aug;14(3):170-87. doi: 10.1002/dys.369.
Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese, English, Hungarian or Portuguese. Similar measures were used across the groups, with tests being adapted to be appropriate for the language of the children. Findings indicated that measures of decoding and phonological-processing skills were good predictors of word reading and spelling among Arabic- and English-speaking children, but were less able to predict variability in these same early literacy skills among Chinese- and Hungarian-speaking children, and were better at predicting variability in Portuguese word reading than spelling. Results were discussed with reference to the relative transparency of the script and issues of dyslexia assessment across languages. Overall, the findings argue for the need to take account of features of the orthography used to represent a language when developing assessment procedures for a particular language and that assessment of word-level literacy skills and a phonological perspective of dyslexia may not be universally applicable across all language contexts.
对三年级儿童组进行了单词层面读写能力的测试，并让他们完成一些任务，这些任务需要将声音与字母序列关联的能力，还涉及视觉、听觉和语音处理技能。这些儿童组来自不同的语言背景，其教学语言分别为阿拉伯语、中文、英语、匈牙利语或葡萄牙语。各儿童组采用了相似的测试方法，并对测试进行了调整以适合儿童的语言。研究结果表明，解码和语音处理技能测试能够很好地预测说阿拉伯语和英语儿童的单词阅读和拼写能力，但对于说中文和匈牙利语儿童的这些早期读写技能的变异性预测能力较弱，且在预测葡萄牙语单词阅读变异性方面比拼写方面表现更好。研究结果结合文字的相对透明度以及跨语言诵读困难评估问题进行了讨论。总体而言，研究结果表明，在为特定语言制定评估程序时，需要考虑用于表示该语言的正字法特征，而且单词层面读写能力测试和诵读困难的语音视角评估可能并非在所有语言环境中都普遍适用。
