Lesecq Laurent, Querne Laurent, Gornes Julie, Buffo Laura, Corbel Louise, Le Moing Anne Gaelle, Berquin Patrick, Bourdin Béatrice
Department of Pediatric Neurology and Referral Center for Language and Learning Disorders, Amiens-Picardie University Medical Center, Amiens, France.
Psychology Research Center - Cognition, Psychism, Organizations, PRC-CPO (EA7273), Jules Verne University of Picardie, Amiens, France.
Front Psychol. 2024 Sep 26;15:1436710. doi: 10.3389/fpsyg.2024.1436710. eCollection 2024.
There are no published data on the written language skills of gifted children (GC). The objective of the present study was to evaluate reading abilities of GC vs. normative data from typically developing French children (TDC). Like English, French is considered to be an opaque language.
GC completed the Wechsler Intelligence Scales and a battery of language tests. Only children with a score two standard deviations (SD) above the norm were included. GC with current or past academic difficulties or specific learning disorders were excluded. The GC's scores were compared with TDC's normative scores for language tests in a chi-square-test and corrected for multiple comparisons.
Forty-five GC were included. The highest GC's mean scores were for the WISC's Verbal Comprehension Index (VCI) and the lowest for the Processing Speed Index (from more than two SDs to one SD higher above the TDC's normative scores). GC were between 1.3 and 4.7 times more likely than TDC to achieve a high score. After correction, the distributions of the GC's and TDC's scores differed significantly with regard to spoonerism, phoneme deletion, and rapid automatic naming ( < 0.001), word and sentence repetition ( ≤ 0.007), and the reading of meaningful text ( = 0.03). GC and TDC did not differ significantly for reading meaningless texts and spelling accuracy.
As described in the literature, the GC in the present study had heterogeneous scores on the Wechsler Intelligence Scales. The GC performed better than TDC in assessments of the underlying skills of reading and when reading of meaningful texts. This advantage was lost in the absence of context, as shown by the lack of significant GC vs. TDC differences for reading meaningless texts and for spelling accuracy. Hence, GC presented a heterogeneous profile with regard to the underlying skills of reading and reading abilities. The present data should help to improve our understanding of GC's reading skills. In particular, it is now essential to determine which written language tests and which score thresholds are appropriate for identifying specific learning disorders in GC.
目前尚无关于天才儿童书面语言技能的公开数据。本研究的目的是评估天才儿童与法国正常发育儿童（TDC）的规范数据相比的阅读能力。与英语一样，法语被认为是一种不透明的语言。
天才儿童完成了韦氏智力量表和一系列语言测试。仅纳入得分高于常模两个标准差（SD）的儿童。排除目前或过去有学业困难或特定学习障碍的天才儿童。在卡方检验中，将天才儿童的分数与正常发育儿童在语言测试中的规范分数进行比较，并对多重比较进行校正。
纳入了45名天才儿童。天才儿童的最高平均分数是韦氏儿童智力量表（WISC）的言语理解指数（VCI），最低的是加工速度指数（比正常发育儿童的规范分数高出两个以上标准差到一个标准差）。天才儿童获得高分的可能性是正常发育儿童的1.3至4.7倍。校正后，天才儿童和正常发育儿童在首音互换、音素删除和快速自动命名方面的分数分布有显著差异（<0.001），在单词和句子重复方面（≤0.007），以及在有意义文本的阅读方面（=0.03）。天才儿童和正常发育儿童在无意义文本阅读和拼写准确性方面没有显著差异。
如文献所述，本研究中的天才儿童在韦氏智力量表上的分数存在异质性。在阅读的基础技能评估和有意义文本阅读方面，天才儿童的表现优于正常发育儿童。如无上下文，这种优势就会丧失，无意义文本阅读和拼写准确性方面天才儿童与正常发育儿童无显著差异就表明了这一点。因此，在阅读基础技能和阅读能力方面，天才儿童呈现出异质性特征。目前的数据应有助于增进我们对天才儿童阅读技能的理解。特别是，现在必须确定哪些书面语言测试以及哪些分数阈值适用于识别天才儿童的特定学习障碍。
