Asberg Jakob, Carlsson Marika, Oderstam Ann-Marie, Miniscalco Carmela
University of Gothenburg, Department of Psychology, Box 500, Göteborg 40530, Sweden.
Logoped Phoniatr Vocol. 2010 Dec;35(4):189-93. doi: 10.3109/14015439.2010.491518. Epub 2010 Aug 20.
Based on data from 156 typically developing 10-12-year-olds from Sweden, reading comprehension skills were studied in three subgroups: those classified with specific poor word decoding skills (n = 10), those with specific poor language comprehension (n = 12), and those with mixed difficulties in word decoding and language comprehension (n = 11). The mixed poor group achieved significantly lower scores than both specific groups in reading comprehension, and was the only group displaying poor reading comprehension test results relative to the performance of the full sample. Results are indicative of the necessity of a combined effect of poor word decoding and language in reading comprehension difficulties for this group. Implications and limitations are discussed.
基于来自瑞典156名10至12岁发育正常儿童的数据，对三个亚组的阅读理解技能进行了研究：那些被归类为具有特定较差单词解码技能的儿童（n = 10）、那些具有特定较差语言理解能力的儿童（n = 12）以及那些在单词解码和语言理解方面存在混合困难的儿童（n = 11）。在阅读理解方面，混合困难组的得分显著低于两个特定组，并且是唯一一组相对于整个样本的表现而言阅读理解测试结果较差的组。结果表明，对于该组而言，单词解码能力差和语言能力差在阅读理解困难方面存在综合影响的必要性。讨论了研究的意义和局限性。
