University of Memphis, Memphis, TN, USA.
Ann Dyslexia. 2010 Jun;60(1):1-17. doi: 10.1007/s11881-009-0031-z. Epub 2009 Dec 24.
The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.
本研究旨在探究阅读流畅性测量在识别阅读障碍儿童中的诊断效用。参与者为 50 名因疑似阅读问题和/或先前被诊断为阅读障碍而被转介到一所大学临床诊所的儿童。这些儿童完成了一系列标准化的智力、阅读成绩和加工测量。在这个临床样本中，有一组儿童表现出阅读流畅性技能的特定缺陷，同时伴有快速命名速度和阅读理解方面的缺陷。如果仅根据单个单词阅读技能的评估，这些儿童可能不会被诊断为阅读障碍，这表明除了单词阅读外，评估阅读流畅性是必不可少的，因为不这样做可能会导致阅读障碍儿童的漏诊。
