阅读障碍的早期识别：理解相关问题。
Early Identification of Dyslexia: Understanding the Issues.
作者信息
Colenbrander Danielle, Ricketts Jessie, Breadmore Helen L
机构信息
School of Experimental Psychology, University of Bristol, United Kingdom.
Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Sydney, Australia.
出版信息
Lang Speech Hear Serv Sch. 2018 Oct 24;49(4):817-828. doi: 10.1044/2018_LSHSS-DYSLC-18-0007.
PURPOSE
The purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia.
METHOD
The literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed.
CONCLUSIONS
Early identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient-difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.
目的
本教程的目的是概述与诵读困难早期识别相关的益处和挑战。
方法
回顾了关于诵读困难早期识别的文献。总结了理论观点和研究证据。提供了作为一种早期识别方法的干预反应概述，并讨论了与之相关的益处和挑战。最后，阐述了言语语言病理学家在早期识别过程中的作用。
结论
诵读困难的早期识别对于确保儿童能够充分发挥其教育潜力至关重要，言语语言病理学家在这一过程中能够发挥重要作用。然而，仅早期识别是不够的——阅读困难可能会持续存在或在后期学校教育中变得明显。因此，持续的进展监测和获得合适的干预计划至关重要。
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