Correspondence to Barbara A. Lewis:
Lang Speech Hear Serv Sch. 2013 Oct;44(4):360-73. doi: 10.1044/0161-1461(2013/12-0015). Epub 2013 Jul 5.
The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).
In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.
For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.
Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
本研究考察了语音意识、整体语言、词汇和非语言认知技能与解码和阅读理解之间的关系，研究对象为处于三个不同读写发展阶段（即小学低年级、中学和高中）的学生。本研究将有言语障碍（SSD）病史但无语言障碍（LI）、有 SSD 和 LI 病史以及无 SSD 或 LI 病史的学生（典型语言；TL）进行了比较。
在一项横断面设计中，年龄在 7 岁零 0 个月至 17 岁零 9 个月的学生完成了阅读、语言和非语言认知技能测试。
对于 TL 组，语音意识可预测小学低年级的解码能力，整体语言可预测小学低年级的阅读理解能力，以及中学和高中的解码和阅读理解能力。对于仅 SSD 组，词汇可预测小学低年级的解码和阅读理解能力，整体语言可预测中学和高中的解码和阅读理解能力。对于 SSD 和 LI 组，整体语言可预测所有三个读写阶段的解码能力和小学低年级和中学的阅读理解能力，词汇可预测高中的阅读理解能力。
尽管在整个年龄范围内，相似的技能有助于阅读，但这些技能的相对重要性会随着儿童的读写阶段而变化。
