Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois.
Geisel School of Medicine at Dartmouth, Dartmouth College.
AIDS. 2023 Jun 1;37(7):1077-1083. doi: 10.1097/QAD.0000000000003529. Epub 2023 Mar 3.
Children with HIV (CWH) are at increased risk for cognitive and developmental delays. Whether HIV affects literacy development, however, remains unknown. Rapid automatized naming (RAN) tasks offer the simplest preliteracy assessment a child can perform that predicts future reading skills across languages.
RAN performance was analyzed cross-sectionally on 473 children (249 children without HIV and 217 CWH; ages 3-9) drawn from a longitudinal study in Tanzania. These data were compared to results from 341 normally developing children without HIV (ages 3-8) from the United States. Participants performed two RAN subtests: colors and objects.
RAN object completion was greater than for the RAN color in Tanzanian children. CWH were less likely to complete either subtest and performed worse on the object subtest compared to Tanzanian children without HIV. Compared to the US cohort, the Tanzanian cohort was less likely to complete both subtests - in particular the colors subtest - and showed more variability in responses at younger ages. After approximately age 6, however, the trajectory of improvement between the United States and Tanzania was similar.
CWH performed worse on this per-literacy test, indicating literacy skill development in CWH needs further study. The differences between US and Tanzanian results likely reflect variability in when children learn to name colors and objects. The trajectory of improvement between countries became more similar as the children aged. This study motivates further longitudinal analyses aimed at assessing the developmental trajectory of the RAN, its predictive ability for reading skills, and its link with other preliteracy and cognitive skills.
HIV 感染儿童（CWH）认知和发育迟缓的风险增加。然而，HIV 是否会影响读写能力的发展尚不清楚。快速自动命名（RAN）任务提供了儿童在语言之外进行的最简单的前读写能力评估，可预测未来的阅读技能。
对来自坦桑尼亚一项纵向研究中的 473 名儿童（249 名无 HIV 的儿童和 217 名 CWH；年龄 3-9 岁）进行了 RAN 表现的横断面分析。这些数据与来自美国的 341 名无 HIV 的正常发育儿童（年龄 3-8 岁）的结果进行了比较。参与者进行了两项 RAN 子测试：颜色和物体。
坦桑尼亚儿童的 RAN 物体完成率高于 RAN 颜色。与无 HIV 的坦桑尼亚儿童相比，CWH 完成这两项子测试的可能性较小，并且在物体子测试中的表现更差。与美国队列相比，坦桑尼亚队列完成这两项子测试的可能性较小 - 特别是颜色子测试 - 并且在年龄较小的儿童中表现出更多的反应变异性。然而，大约在 6 岁之后，美国和坦桑尼亚之间的改善轨迹相似。
CWH 在这项前读写测试中的表现较差，表明需要进一步研究 CWH 的读写技能发展。美国和坦桑尼亚结果之间的差异可能反映了儿童学习命名颜色和物体的时间差异。随着儿童年龄的增长，国家之间的改善轨迹变得更加相似。这项研究激发了进一步的纵向分析，旨在评估 RAN 的发展轨迹、其对阅读技能的预测能力，以及其与其他前读写和认知技能的联系。
