van Wingerden Evelien, Segers Eliane, van Balkom Hans, Verhoeven Ludo
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands.
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands.
Res Dev Disabil. 2014 Nov;35(11):3139-47. doi: 10.1016/j.ridd.2014.07.054. Epub 2014 Aug 20.
A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension.
相当数量的智障儿童能够掌握基本的单词阅读技能。然而，对于他们在更高级阅读理解技能方面的表现却知之甚少。在本研究中，对一组49名智障儿童和一组21名一年级正常范围内具有单词解码技能的典型发育儿童在较低水平（明确含义）和较高水平（隐含含义）阅读理解能力方面进行了比较。此外，在智障儿童组中，研究了他们较低水平和较高水平阅读理解能力在多大程度上可以从其语言技能（单词解码、词汇、语言理解）和认知技能（非言语推理）中预测出来。结果发现，智障儿童在较高水平阅读理解方面比典型发育儿童弱，但在较低水平阅读理解方面并非如此。智障儿童在非言语推理和语言理解方面的表现也低于对照组。在控制了非言语推理之后，语言技能可以预测较低水平的阅读理解，但不能预测较高水平的阅读理解。可以得出结论，具有基本解码技能的智障儿童在较低水平阅读理解方面表现相当不错，但在较高水平阅读理解方面仍然存在问题。
