Department of Experimental Psychology, University of Oxford, UK.
J Child Psychol Psychiatry. 2010 Sep;51(9):1031-9. doi: 10.1111/j.1469-7610.2010.02254.x. Epub 2010 Apr 26.
Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood.
Two hundred and forty-two children began the study at age 5. Further assessments of language and reading skill were made at 5.5, 6, 7 and 8 years. At age 8, fifteen children met criteria for being a poor comprehender and were compared to 15 control children both concurrently and prospectively.
Poor comprehenders showed normal reading accuracy and fluency at all ages. Reading comprehension was poor at each time point and, notably, showed minimal increases in raw score between 6 and 8 years. Phonological skills were generally normal throughout, but mild impairments in expressive and receptive language, listening comprehension and grammatical understanding were seen at all ages.
Children identified as poor comprehenders at 8 years showed the same reading profile throughout earlier development. Their difficulties with the non-phonological aspects of oral language were present at school entry and persisted through childhood, showing that the oral language weaknesses seen in poor comprehenders in mid-childhood are not a simple consequence of their reading comprehension impairment.
尽管有与年龄相适应的阅读准确性和流畅性，但理解能力差的儿童在理解连贯文本方面仍存在困难。我们采用纵向设计，研究了在儿童中期被确定为阅读理解能力差的儿童的早期阅读和语言技能。
242 名儿童在 5 岁时开始研究。在 5.5、6、7 和 8 岁时进一步评估语言和阅读技能。在 8 岁时，15 名儿童符合阅读理解能力差的标准，并与 15 名对照组儿童进行了同期和前瞻性比较。
阅读理解能力差的儿童在所有年龄段的阅读准确性和流畅性均正常。阅读理解能力在各个时间点都较差，特别是在 6 至 8 岁之间，原始分数的增长极小。语音技能在整个过程中通常正常，但在所有年龄段都存在轻度的表达和接受性语言、听力理解和语法理解方面的障碍。
在 8 岁时被确定为阅读理解能力差的儿童在整个早期发展过程中表现出相同的阅读模式。他们在口语语言的非语音方面的困难在入学时就存在，并贯穿整个儿童期持续存在，这表明在儿童中期被确定为阅读理解能力差的儿童在口语语言方面的弱点并不是他们阅读理解能力受损的简单后果。
