Moll Kristina, Gangl Melanie, Banfi Chiara, Schulte-Körne Gerd, Landerl Karin
Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Ludwig-Maximilians-University Munich, Munich, Germany.
Institute of Psychology, University of Graz, Austria.
Sci Stud Read. 2019 Sep 2;24(3):241-251. doi: 10.1080/10888438.2019.1659277. eCollection 2020.
Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency deficits (irrespective of spelling skills) were stable over time, while spelling deficits were stable in the RSD-group but not in the SD-group. Lower stability in the SD-group resulted from the fact that many children improved their spelling skills over time. Improvement in spelling was associated with good performance in phoneme awareness together with intact RAN and decoding skills.
阅读流畅性和拼写方面的缺陷在发展过程中可能会出现分离，从而形成仅存在阅读缺陷（RD）、仅存在拼写缺陷（SD）以及同时存在阅读和拼写缺陷（RSD）的群体。本研究调查了167名德语儿童中这些亚组在一到两年内的纵向稳定性。阅读流畅性缺陷（无论拼写技能如何）随时间推移保持稳定，而拼写缺陷在RSD组中保持稳定，但在SD组中不稳定。SD组稳定性较低是因为许多儿童随着时间的推移提高了他们的拼写技能。拼写能力的提高与音素意识方面的良好表现以及完整的快速自动命名（RAN）和解码技能相关。
