Blondis T A, Snow J H, Accardo P J
Department of Pediatrics, University of Chicago, Pritzker School of Medicine, IL 60637.
Pediatrics. 1990 Mar;85(3 Pt 2):421-5.
The development of motor and sensory proficiency and the integration of soft signs were analyzed for 38 children with average achievement and 29 children achieving below grade level. Motor coordination, speed, and inhibition, as well as the development of sensory function, were evaluated at the time of entrance to kindergarten and again during the first grade. The performance of both groups progressed on tasks measuring motor speed and coordination as well as tactile integration. Although the children achieving below grade level continued to perform the majority of tasks poorly in comparison with the children performing at grade level, on most of the measures they evidenced definite catch-up or greater gain than the children performing at grade level. Their progress on the motor speed and coordination tasks supports the hypothesis of a developmental lag in these areas. Results of tests of motor inhibition were notable for an absence of progression. That children achieving below grade level did not advance in this area would argue against the hypothesis of a developmental lag for all soft signs. Although results of this longitudinal study are preliminary, findings to date would allow for the possibility that both deficits and lags are responsible for the differences between the academically normal and academically at-risk children.
对38名成绩中等的儿童和29名成绩低于年级水平的儿童的运动和感觉能力发展以及软体征整合情况进行了分析。在幼儿园入学时以及一年级期间，对运动协调性、速度和抑制能力以及感觉功能发展进行了评估。两组儿童在测量运动速度、协调性以及触觉整合的任务上均有进步。尽管与成绩达到年级水平的儿童相比，成绩低于年级水平的儿童在大多数任务上仍表现较差，但在大多数测量指标上，他们显示出明显的追赶迹象或比成绩达到年级水平的儿童有更大进步。他们在运动速度和协调性任务上的进步支持了这些领域存在发育滞后的假设。运动抑制测试结果的显著特点是没有进展。成绩低于年级水平的儿童在这方面没有进步，这与所有软体征都存在发育滞后的假设相悖。尽管这项纵向研究的结果是初步的，但迄今为止的研究结果表明，缺陷和滞后都有可能是学业正常儿童和学业有风险儿童之间存在差异的原因。
