Nielsen Kathleen, Henderson Sheila, Barnett Anna L, Abbott Robert D, Berninger Virginia
Learn Disabil (Pittsbg). 2018;23(1):10-23. doi: 10.18666/LDMJ-2018-V23-I1-8449.
Movement, which draws on motor skills and executive functions for managing them, plays an important role in literacy learning (e.g., movement of mouth during oral reading and movement of hand and fingers during writing); but relatively little research has focused on movement skills in students with specific learning disabilities as the current study did. Parents completed normed (ABC-2), ratings and their children in grades 4 to 9 ( = 11 years, 11 months; 94 boys, 61 girls) completed diagnostic assessment used to assign them to diagnostic groups: control typical language learning ( = 42), dysgraphia (impaired handwriting) ( = 29), dyslexia (impaired word decoding/reading and spelling) ( = 65), or oral and written language learning disability (OWL LD) (impaired syntax in oral and written language) ( = 19). The research aims were to (a) correlate the parent ratings for Scale A Static/Predictable Environment (15 items) and Scale B Dynamic/Unpredictable Environment (15 items) with reading and writing achievement in total sample varying within and across different skills; and (b) compare each specific learning disability group with the control group on parent ratings for Scale A, Scale B, and Scale C Movement-Related (Non-Motor Executive Functions, or Self-Efficacy, or Affect) (13 items). At least one parent rating was correlated with each assessed literacy achievement skill. Each of three specific learning disability groups differed from the control group on two Scale A (static/predictable environment) items (fastens buttons and forms letters with pencil or pen) and on three Scale C items (distractibility, overactive, and underestimates own ability); but only OWL LD differed from control on Scale B (dynamic/unpredictable environment) items. Applications of findings to assessment and instruction for students ascertained for and diagnosed with persisting specific learning disabilities in literacy learning, and future research directions are discussed.
运动依赖运动技能和执行功能来管理这些技能，在读写能力学习中发挥着重要作用（例如，朗读时嘴巴的运动以及书写时手和手指的运动）；但与本研究不同，相对较少的研究关注有特定学习障碍的学生的运动技能。家长完成了标准化（ABC - 2）评分，他们4至9年级的孩子（平均年龄 = 11岁11个月；94名男孩，61名女孩）完成了诊断评估，用于将他们分配到诊断组：典型语言学习对照组（ = 42）、书写障碍（书写受损）（ = 29）、诵读困难（单词解码/阅读和拼写受损）（ = 65）或口语和书面语言学习障碍（OWL LD）（口语和书面语言句法受损）（ = 19）。研究目的是：（a）将家长对A量表静态/可预测环境（15项）和B量表动态/不可预测环境（15项）的评分与总样本中不同技能内部和之间的读写成绩相关联；（b）在家长对A量表、B量表和C量表与运动相关（非运动执行功能、或自我效能、或情感）（13项）的评分上，将每个特定学习障碍组与对照组进行比较。至少有一项家长评分与每项评估的读写成绩技能相关。三个特定学习障碍组中的每一组在A量表的两项（扣纽扣和用铅笔或钢笔形成字母）（静态/可预测环境）项目以及C量表的三项（注意力分散、过度活跃和低估自己的能力）项目上与对照组不同；但只有OWL LD在B量表（动态/不可预测环境）项目上与对照组不同。讨论了研究结果在对读写学习中持续存在特定学习障碍并已确诊的学生进行评估和教学方面的应用，以及未来的研究方向。
