Meadows Center for Preventing Educational Risk, Department of Special Education, College of Education SZB 228, The University of Texas at Austin, 1912 Speedway, Austin, TX, D4900, USA.
Department of Communicative Disorders and Deaf Education, Utah State University, Logan, USA.
Ann Dyslexia. 2022 Jul;72(2):249-275. doi: 10.1007/s11881-022-00255-3. Epub 2022 May 7.
This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in performance on cognitive and demographic variables. Findings showed that the majority of students (51%) with language and reading comprehension difficulties demonstrated significant risk in word reading (more than 1 SD below the mean), even though the participant screening procedures did not examine word reading directly. Three latent profiles emerged when students were classified into subgroups based on their performance in listening comprehension (LC) and word reading (WR): (1) severe difficulties in LC and moderate difficulties in WR (11%), (2) mild difficulties in both LC and WR (50%), and (3) moderate difficulties in LC and mild difficulties in WR (39%). Of note, even though students were identified for participation on the basis of poor oral language and reading comprehension abilities, all profiles demonstrated some degree of word reading difficulties. Findings revealed there were differences in age and performance on measures of working memory, nonverbal reasoning, and reading comprehension performance between profiles. Implications for educators providing instruction to students with or at risk for dyslexia and developmental language disorders were discussed.
本研究调查了在一个 1-4 年级（n=357）被确定有语言和阅读理解困难的学生样本中，是否存在单词阅读困难。本研究还探讨了在这个样本中是否出现了不同的单词阅读和听力理解能力的情况，以及这些群体在认知和人口统计学变量上的表现差异程度。研究结果表明，尽管参与者筛选程序没有直接检查单词阅读，但大多数（51%）有语言和阅读理解困难的学生在单词阅读方面表现出显著的风险（低于平均值 1 个标准差以上）。当根据学生在听力理解（LC）和单词阅读（WR）方面的表现将他们分为亚组时，出现了三个潜在的特征：（1）LC 严重困难，WR 中度困难（11%）；（2）LC 和 WR 轻度困难（50%）；（3）LC 中度困难，WR 轻度困难（39%）。值得注意的是，尽管学生是基于口语语言和阅读理解能力差而被确定参加研究，但所有特征都表现出一定程度的单词阅读困难。研究结果表明，在年龄和工作记忆、非言语推理以及阅读理解表现方面，各特征之间存在差异。本文讨论了为有阅读障碍和发展性语言障碍风险的学生提供教学的教育工作者的相关启示。
