Adlof Suzanne M, Catts Hugh W
University of South Carolina.
Florida State University.
Read Writ. 2015 Sep;28(7):1051-1070. doi: 10.1007/s11145-015-9562-3. Epub 2015 Apr 1.
Children described as (PCs) have reading comprehension difficulties in spite of adequate word reading abilities. PCs are known to display weakness with semantics and higher-level aspects of oral language, but less is known about their grammatical skills, especially with regard to morphosyntax. The purpose of this study was to examine morphosyntax in fourth grade PCs and typically developing readers (TDs), using three experimental tasks involving finiteness marking. Participants also completed standardized, norm-referenced assessments of phonological memory, vocabulary, and broader language skills. PCs displayed weakness relative to TDs on all three morphosyntax tasks and on every other assessment of oral language except phonological memory, as indexed by nonword repetition. These findings help to clarify the linguistic profile of PCs, suggesting that their language weaknesses include grammatical weaknesses that cannot be fully explained by semantic factors. Because finiteness markers are usually mastered prior to formal schooling in typical development, we call for future studies to examine whether assessments of morphosyntax could be used for the early identification of children at risk for future reading comprehension difficulty.
尽管具备足够的单词阅读能力，但被描述为阅读障碍儿童（PCs）仍存在阅读理解困难。已知阅读障碍儿童在语义和口语语言的高级方面表现出弱点，但关于他们的语法技能，尤其是形态句法方面，了解较少。本研究的目的是使用三项涉及限定性标记的实验任务，考察四年级阅读障碍儿童和正常发展读者（TDs）的形态句法。参与者还完成了语音记忆、词汇和更广泛语言技能的标准化、常模参照评估。阅读障碍儿童在所有三项形态句法任务以及除语音记忆（通过非词重复指标）外的其他口语语言评估中，相对于正常发展读者都表现出弱点。这些发现有助于阐明阅读障碍儿童的语言特征，表明他们的语言弱点包括语法弱点，而这些弱点不能完全由语义因素来解释。由于在典型发展过程中，限定性标记通常在正规学校教育之前就已掌握，我们呼吁未来的研究考察形态句法评估是否可用于早期识别有未来阅读理解困难风险的儿童。
