Department of Special Education and Communication Disorders, University of Nebraska-Lincoln.
Department of Communication Sciences & Disorders, University of Mississippi, Oxford.
Am J Speech Lang Pathol. 2023 Jul 10;32(4):1689-1697. doi: 10.1044/2023_AJSLP-22-00332. Epub 2023 Apr 26.
The Simple View of Reading is a well-supported framework in typical development that proposes that reading comprehension is predicted by word identification and language comprehension abilities. Although there has been some research examining relations between reading comprehension, word identification, and language comprehension, there has been little research directly testing the Simple View in individuals with Down syndrome, a population that often has difficulties with reading comprehension. Therefore, the purpose of this study was to test the Simple View model in English-speaking readers with Down syndrome and examine the contributions of word identification and language comprehension abilities to their reading comprehension success.
Twenty-one adolescent and adult readers with Down syndrome (16-36 years of age) completed standardized reading, language, and IQ assessments.
Multiple regression assessed the contribution of word identification/phonological decoding and language comprehension skills to reading comprehension outcomes. The full model explained 59% of the variance in reading comprehension. However, language comprehension emerged as the only significant unique predictor, explaining 29% of that variance. Together then, word identification and language comprehension explained approximately 30% of the variance in reading comprehension.
The pattern of results suggests that language comprehension is particularly important to reading comprehension success for individuals with Down syndrome, at least those who can already identify printed words. To support reading comprehension development for individuals with Down syndrome, practitioners, educators, and parents should support language comprehension processes.
阅读的简单视图是典型发展中的一个得到充分支持的框架，它提出阅读理解是由单词识别和语言理解能力预测的。尽管已经有一些研究检查了阅读理解、单词识别和语言理解之间的关系，但很少有研究直接测试唐氏综合征患者的简单视图，唐氏综合征患者通常在阅读理解方面存在困难。因此，本研究的目的是在英语阅读的唐氏综合征患者中测试简单视图模型，并检查单词识别和语言理解能力对他们阅读理解成功的贡献。
21 名唐氏综合征青少年和成年读者（16-36 岁）完成了标准化阅读、语言和智商评估。
多元回归评估了单词识别/语音解码和语言理解技能对阅读理解结果的贡献。完整模型解释了阅读理解的 59%的方差。然而，语言理解是唯一显著的独立预测因子，解释了 29%的方差。总的来说，单词识别和语言理解解释了阅读理解中大约 30%的方差。
结果模式表明，对于唐氏综合征患者，尤其是那些已经能够识别印刷单词的患者，语言理解对阅读理解的成功尤为重要。为了支持唐氏综合征患者的阅读理解发展，从业者、教育者和家长应该支持语言理解过程。
