Billard C, Bricout L, Ducot B, Richard G, Ziegler J, Fluss J
Unité de rééducation neuropédiatrique, centre de référence sur les troubles des apprentissages, hôpital Bicêtre, AP-HP, 78, rue du Général-Leclerc, 94275 Le Kremlin-Bicêtre, France.
Rev Epidemiol Sante Publique. 2010 Apr;58(2):101-10. doi: 10.1016/j.respe.2009.11.002. Epub 2010 Mar 5.
The prevalence of poor reading skills is particularly high among children from low socioeconomic backgrounds, but no longitudinal studies have been conducted so far in France to determine whether poor reading in a socioeconomically challenged population is persistent and warrants preventive action.
One hundred and fifty-four children were divided into three groups according to their reading skills: poor, intermediate and typical readers. They were followed over a period of 2 years. Reading levels, spelling and comprehension were assessed by standardized measurement scales in order to determine reading outcome and predictive variables.
The reading skills in each group progressed at similar rates, but the differences between the three groups remained relatively constant over the 2 years. The gap between good and poor readers actually increased for the poorest readers. Spelling scores followed a similar pattern and remained weak. Comprehension scores followed a different pattern. Most of the initially poor readers with low comprehension scores almost caught up and reached the level of the typical readers. The best predictive variables of reading and spelling outcome were phonological awareness, rapid naming and attention deficit. The strongest predictive variables for comprehension were IQ, lexical level and attention.
Our results confirm the relative stability of reading measurement across time in poor readers from low socioeconomic backgrounds. Their behavior are similar to the classic dyslexic population. The predictive variables are different depending on whether reading or spelling or comprehension is considered. These results provide a clear agenda for preventive literacy action in children with low socioeconomic levels (SES): phonological decoding and oral language skills in early grades, and screening and treatment of attention disorders.
阅读能力差在社会经济背景较低的儿童中尤为普遍，但法国目前尚未进行纵向研究以确定社会经济条件不利人群的阅读能力差是否具有持续性以及是否需要采取预防措施。
154名儿童根据阅读能力分为三组：阅读能力差的、中等的和典型的读者。对他们进行了为期两年的跟踪。通过标准化测量量表评估阅读水平、拼写和理解能力，以确定阅读结果和预测变量。
每组的阅读能力以相似的速度进步，但三组之间的差异在两年内保持相对稳定。对于阅读能力最差的读者，优秀读者和差读者之间的差距实际上还增大了。拼写分数遵循类似模式且仍然较低。理解分数则呈现不同模式。大多数最初理解分数低的阅读能力差的读者几乎赶上并达到了典型读者的水平。阅读和拼写结果的最佳预测变量是语音意识、快速命名和注意力缺陷。理解能力的最强预测变量是智商、词汇水平和注意力。
我们的结果证实了社会经济背景较低的阅读能力差的读者的阅读测量结果在时间上的相对稳定性。他们的行为与典型的诵读困难人群相似。根据所考虑的是阅读、拼写还是理解，预测变量有所不同。这些结果为社会经济水平低（SES）的儿童的预防性读写能力行动提供了明确议程：低年级的语音解码和口语技能，以及注意力障碍的筛查和治疗。
