Florida State University.
Ohio State University.
Child Dev. 2018 Nov;89(6):2136-2156. doi: 10.1111/cdev.12880. Epub 2017 Jul 5.
This study examined change in early language comprehension from 15 to 54 months for fifth-grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) from a nationally representative study of early child-care experiences. Changing measures of language comprehension were captured across early childhood for the 62 children. Multiple-group quasi-simplex and latent growth models were used on rank-transformed outcomes to examine children's relative rank change. Results showed that future poor comprehenders significantly declined in language comprehension over time relative to others who gradually improved. Efforts to improve language skills as a means to improve reading comprehension hinge upon the perspective that language weaknesses are a causal contributor to reading difficulties.
本研究考察了全国性的早期儿童保育经验研究中，从 15 个月到 54 个月时，五年级典型阅读者（n=35）、解码能力差的儿童（n=11）和阅读理解能力差的儿童（n=16）的早期语言理解能力的变化。对 62 名儿童的语言理解变化进行了跨早期儿童期的连续测量。使用等级转换后的结果对多群组拟似单纯形和潜在增长模型进行了分析，以检验儿童相对等级变化。结果表明，未来阅读理解能力差的儿童的语言理解能力随时间显著下降，而其他儿童则逐渐提高。将语言技能作为提高阅读理解能力的手段的努力取决于这样一种观点，即语言薄弱是阅读困难的一个因果因素。
