Quinn Jamie M, Wagner Richard K, Petscher Yaacov, Roberts Greg, Menzel Andrew J, Schatschneider Christopher
Florida State University.
The University of Texas at Austin.
J Educ Psychol. 2020 Apr;112(3):608-627. doi: 10.1037/edu0000382. Epub 2019 Jun 20.
In this large-scale study of students from Title 1 schools ( = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD, = 627) and typically developing students ( = 14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and gains in their vocabulary knowledge relative to typically developing students, but these students started much lower in their reading comprehension skills and did not catch up to their typically developing peers. We discuss the implications for children with learning disabilities and the development of their reading comprehension skills.
在这项针对第一类学校学生（n = 14773）的大规模研究中，我们使用多组潜在变化分数（LCS）模型，来探究患有学校认定学习障碍（LD，n = 627）的学生和发育正常的学生（n = 14146）在词汇知识与阅读理解之间的发展关系。对幼儿园至四年级的学生进行了词汇广度和篇章理解技能测试。对于发育正常的学生，他们的词汇知识与阅读理解技能之间存在双向影响。对于患有学习障碍的学生，各结构之间不存在交叉滞后影响。我们发现了发育延迟的证据，即患有学习障碍的学生在词汇知识方面与发育正常的学生具有相似的水平和增长，但这些学生的阅读理解技能起点要低得多，并且没有赶上发育正常的同龄人。我们讨论了这些发现对学习障碍儿童及其阅读理解技能发展的影响。
