Hartmann Erich
J Speech Lang Hear Res. 2008 Oct;51(5):1215-8; author reply 219-26. doi: 10.1044/1092-4388(2008/06-0092).
This comment refers to a recent study of S. Rvachew and M. Grawburg (2006) that compared the fit of 2 models of the relationships among speech perception, receptive vocabulary, articulation, phonological awareness, and emergent literacy knowledge in preschoolers with speech sound disorders.
It is argued that phonological working memory is an important additional variable to be included in the model preferred by Rvachew and Grawburg (2006). Furthermore, the model should take into account the reciprocal relationship between phonological awareness and emergent literacy skills that is already evident at the preschool level. This could lead to a more precise assessment of preschoolers with speech impairment and, above all, to more efficient preventive intervention.
本评论涉及S. Rvachew和M. Grawburg（2006年）最近的一项研究，该研究比较了语音障碍学龄前儿童的语音感知、接受性词汇、发音、语音意识和早期读写知识之间关系的两种模型的拟合度。
有人认为，语音工作记忆是Rvachew和Grawburg（2006年）所青睐的模型中应纳入的一个重要额外变量。此外，该模型应考虑到语音意识和早期读写技能之间的相互关系，这种关系在学前阶段已经很明显。这可能会导致对有言语障碍的学龄前儿童进行更精确的评估，最重要的是，实现更有效的预防性干预。
