Tambyraja Sherine R, Farquharson Kelly, Justice Laura
Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus.
School of Communication Science and Disorders, Florida State University, Tallahassee.
J Speech Lang Hear Res. 2020 Nov 13;63(11):3714-3726. doi: 10.1044/2020_JSLHR-20-00108. Epub 2020 Sep 30.
Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being "at risk" for reading difficulties if standardized scores on a word decoding measure were 1 or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.
目的 本研究的目的是确定患有语音障碍（SSD）的学龄儿童出现伴随阅读困难的程度，并检验语音处理和言语产生能力与阅读风险增加可能性之间的关联程度。方法 数据来自120名接受校内言语治疗服务的幼儿园、一年级和二年级儿童。如果单词解码测试的标准化分数比平均分低1分或更多，则儿童被归类为有阅读困难“风险”。选定的阅读风险预测因素包括儿童的快速自动命名能力、语音意识（PA）和语音产生的准确性。结果 描述性结果表明，接受校内言语治疗的SSD儿童中，略多于25%的儿童在单词解码方面存在伴随缺陷，且在学年开始时表现出风险的儿童在学年结束时可能仍有风险。分层逻辑回归结果表明，在考虑儿童的年龄、一般语言能力和社会经济地位后，PA和语音产生能力均与被归类为有风险的可能性显著相关。结论 患有SSD的学龄儿童出现阅读困难的风险增加，且这种风险可能在整个学年持续存在。由PA和言语输出反映的语音缺陷严重程度可能是后续阅读问题的重要指标。
