1 Research Institute of Child Development and Education, University of Amsterdam.
2 Centre for Language and Cognition, University of Groningen.
Psychol Sci. 2018 Mar;29(3):418-428. doi: 10.1177/0956797617736886. Epub 2018 Jan 18.
The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on seven occasions when children were between 4 and 12 years old. The relationship between early oral language ability and reading comprehension at the age of 12 years was mediated by preliteracy skills and word-decoding ability for the first pathway and by later language abilities for the second pathway. Family risk influenced literacy development through its subsequent relations with preliteracy skills, word decoding, and reading comprehension. Although performance on language measures was often lower for the family-risk group than for the no-family-risk group, family risk did not have a specific relation with either early or later oral language abilities.
本研究通过词汇阅读和口语能力两个发展途径，探讨了早期口语语言和阅读障碍家族风险在阅读理解发展中的作用。样本包括来自荷兰阅读障碍计划的 237 名儿童（164 名有阅读障碍家族风险）。在儿童 4 至 12 岁期间，共进行了七次纵向数据收集。在第一个途径中，早期口语语言能力与 12 岁时阅读理解之间的关系，通过前识字技能和单词解码能力进行中介；在第二个途径中，通过后来的语言能力进行中介。对于第一个途径，家族风险通过与前识字技能、单词解码和阅读理解的后续关系影响读写发展；对于第二个途径，家族风险通过后来的语言能力影响读写发展。尽管语言测试的表现往往较低风险组比无风险组，但家族风险与早期或晚期口语语言能力没有特定关系。
