Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
Child and Adolescent Psychiatry, Department of Clinical Sciences Lund, Lund University, Lund, Sweden.
Logoped Phoniatr Vocol. 2022 Jul;47(2):84-91. doi: 10.1080/14015439.2020.1839964. Epub 2020 Nov 3.
Research is lacking in terms of reading decoding skills among clinical samples of Swedish-speaking children with Developmental Language Disorder (DLD).
The present cross-sectional study included a sample of 61 children (8-12 years) with DLD attending school language units, years 1 to 5. Our purpose was to study reading decoding skills and predictors for decoding, such as a phonological processing skill (nonword repetition), working memory, and a family history of literacy problems.
The results on a combined measure of the word and nonword decoding indicated that only 18% of the children had age-adequate decoding skills. The proportion of age-adequate decoders did not change noticeably with the school year. The participants' decoding skills showed larger deviations to test norm means with higher school years. Hierarchical regression analysis showed that the best predictors of decoding skills were measures of working memory and nonword repetition, followed by school year. These factors significantly contributed to the variance in decoding among our sample of children with DLD. A family history of literacy problems made no contribution to the variance. The findings emphasize the necessity of assessing and following up on literacy development in children with DLD.
在瑞典语发育性语言障碍（DLD）的临床样本中，阅读解码技能的研究较为缺乏。
本横断面研究纳入了 61 名在学校语言单位就读、年龄为 8-12 岁的 DLD 儿童（1-5 年级）。我们的目的是研究阅读解码技能以及解码的预测因素，如语音处理技能（非词重复）、工作记忆和读写困难的家族史。
在单词和非单词解码的综合测量上，只有 18%的儿童具有年龄适当的解码技能。随着年级的升高，年龄适当解码者的比例并没有明显变化。参与者的解码技能与测试常模均值的偏差较大，而年级越高偏差越大。分层回归分析显示，解码技能的最佳预测因素是工作记忆和非词重复的测量值，其次是年级。这些因素对我们的 DLD 儿童样本的解码差异有显著贡献。读写困难的家族史对变异没有贡献。研究结果强调了评估和跟踪 DLD 儿童的读写发展的必要性。
