Department of Psychology, University of California, Davis, CA.
Department of Pediatrics, Yale University School of Medicine, New Haven, CT; Yale Center for Dyslexia and Creativity, Yale University School of Medicine, New Haven, CT; Department of Neurology, Yale University School of Medicine, New Haven, CT.
J Pediatr. 2015 Nov;167(5):1121-5.e2. doi: 10.1016/j.jpeds.2015.07.045. Epub 2015 Aug 29.
To determine if differences between dyslexic and typical readers in their reading scores and verbal IQ are evident as early as first grade and whether the trajectory of these differences increases or decreases from childhood to adolescence.
The subjects were the 414 participants comprising the Connecticut Longitudinal Study, a sample survey cohort, assessed yearly from 1st to 12th grade on measures of reading and IQ. Statistical analysis employed longitudinal models based on growth curves and multiple groups.
As early as first grade, compared with typical readers, dyslexic readers had lower reading scores and verbal IQ, and their trajectories over time never converge with those of typical readers. These data demonstrate that such differences are not so much a function of increasing disparities over time but instead because of differences already present in first grade between typical and dyslexic readers.
The achievement gap between typical and dyslexic readers is evident as early as first grade, and this gap persists into adolescence. These findings provide strong evidence and impetus for early identification of and intervention for young children at risk for dyslexia. Implementing effective reading programs as early as kindergarten or even preschool offers the potential to close the achievement gap.
确定阅读分数和言语智商方面存在阅读障碍的读者与典型读者之间的差异是否早在一年级就很明显，以及这些差异从儿童期到青春期的轨迹是增加还是减少。
本研究的对象是康涅狄格纵向研究的 414 名参与者，这是一个样本调查队列，从 1 年级到 12 年级每年都通过阅读和智商的测量进行评估。统计分析采用基于增长曲线和多组的纵向模型。
早在一年级，与典型读者相比，阅读障碍读者的阅读分数和言语智商较低，他们的时间轨迹从未与典型读者的轨迹趋同。这些数据表明，这种差异与其说是随着时间的推移而增加的差异的函数，不如说是由于典型读者和阅读障碍读者之间在一年级已经存在的差异。
典型读者和阅读障碍读者之间的成绩差距早在一年级就很明显，并且这种差距一直持续到青春期。这些发现为早期识别和干预有阅读障碍风险的幼儿提供了强有力的证据和动力。尽早实施有效的阅读课程，如幼儿园甚至学前班，有潜力缩小成绩差距。
