Scarborough H S
Department of Psychology, Brooklyn College of CUNY NY 11210.
Child Dev. 1990 Dec;61(6):1728-43.
At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3-year-olds, these children began to show deficits in receptive vocabulary and object-naming abilities, and as 5-year-olds they exhibited weaknesses in object-naming, phonemic awareness, and letter-sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed.
在2岁半时，后来出现阅读障碍的儿童在口语的长度、句法复杂性和发音准确性方面存在缺陷，但在词汇或语音辨别技能方面没有缺陷。到3岁时，这些儿童开始在接受性词汇和物体命名能力方面表现出缺陷，到5岁时，他们在物体命名、音素意识和字母发音知识方面表现出弱点，而在其他研究中，这些弱点是后来阅读能力差的幼儿园儿童的特征。这些学前晚期的差异与随后的阅读状况以及先前的语言技能有关，但在对5岁时的差异进行统计控制后，早期的句法熟练程度在二年级成绩中仍占一些独特的方差。诵读困难儿童的语言缺陷与母亲的阅读能力无关，在来自诵读困难家庭但成为正常读者的儿童中也未观察到这种缺陷。文中讨论了这些结果对病因学问题的影响。
