Ellis N, Large B
Br J Psychol. 1987 Feb;78 ( Pt 1):1-28. doi: 10.1111/j.2044-8295.1987.tb02222.x.
In this paper we critically examine different methods of investigation of reading development and reading disability. We argue that there is need for longitudinal studies of reading where a differential design allows assessment of the relative degree of involvement of associated skills. We then describe one study of this type. The results chart the development of children who become skilled readers and of those with generalized or specific reading disability. They also demonstrate the crucial effects of decisions regarding subject matching, test design, and measurement of differential abilities on the outcomes of such investigations. A cohort of 40 children was assessed for their abilities on 44 variables which involved reading, spelling, vocabulary, short-term memory (STM), visual skills, auditory-visual integration, language knowledge, rote knowledge and ordering ability as they developed from five to eight years old. Three groups were extracted at age eight on the basis of reading and IQ scores. Group A showed a relatively specific reading disability (high IQ, low reading), Group B were good readers of similarly high IQ, Group C showed a more generalized reading deficit whereby they were at the same level as Group A in reading but their IQ scores were low. The data were then searched retrospectively to describe the development of these patterns of ability from the very beginnings of reading acquisition. The children with specific reading retardation differed from their better-reading peers in terms of relatively few variables which concerned phonological segmentation, STM and naming. The children with generalized reading disability differed from their better-reading peers in almost every respect, but the strong discriminators concerned phonological processing. The children with specific reading disability differed from those with generalized reading disability in terms of abilities which involve visual processing. These patterns of ability were replicated at each age from five to seven years old.
在本文中，我们批判性地审视了阅读发展和阅读障碍的不同研究方法。我们认为，需要进行阅读的纵向研究，采用差异设计来评估相关技能的相对参与程度。然后，我们描述了一项此类研究。研究结果描绘了成为熟练阅读者的儿童以及患有广泛性或特定性阅读障碍的儿童的发展情况。它们还表明了在受试者匹配、测试设计以及差异能力测量方面所做决策对这类研究结果的关键影响。对一组40名儿童在从五岁到八岁成长过程中的44个变量的能力进行了评估，这些变量涉及阅读、拼写、词汇、短期记忆（STM）、视觉技能、视听整合、语言知识、死记硬背知识和排序能力。在八岁时，根据阅读和智商分数提取了三组。A组表现出相对特定的阅读障碍（高智商，低阅读能力），B组是同样高智商的优秀阅读者，C组表现出更广泛的阅读缺陷，即他们在阅读方面与A组处于同一水平，但智商分数较低。然后对数据进行回顾性搜索，以描述这些能力模式从阅读习得之初的发展情况。患有特定阅读迟缓的儿童与阅读能力较好的同龄人在涉及语音分割、STM和命名的相对较少变量方面存在差异。患有广泛性阅读障碍的儿童在几乎每个方面都与阅读能力较好的同龄人不同，但主要区别因素涉及语音处理。患有特定阅读障碍的儿童与患有广泛性阅读障碍的儿童在涉及视觉处理的能力方面存在差异。这些能力模式在五岁到七岁的每个年龄段都得到了重复。
