Jorm A F, Share D L, Maclean R, Matthews R
J Child Psychol Psychiatry. 1986 Jan;27(1):45-54. doi: 10.1111/j.1469-7610.1986.tb00620.x.
A sample of 453 Australian children was followed over the first three years of schooling. A broad range of cognitive skills was assessed at the beginning of the first year at school and at the end of the third year the children were classified as retarded, backward or normal readers. At school entry, backward readers were found to be deficient in a broad range of cognitive skills, as might be expected given their lower IQs. Retarded readers, however, were found to be deficient on a more limited range of tasks, mainly involving early literacy and phonological processing skills. The implications of these findings for theories of cognitive deficit in reading retardation are discussed.
对453名澳大利亚儿童进行了为期三年的跟踪研究，涵盖其入学后的最初三年。在一年级开始时评估了一系列广泛的认知技能，到三年级结束时，这些儿童被归类为阅读迟缓、阅读落后或正常阅读者。正如预期的那样，鉴于其智商较低，阅读落后的儿童在入学时被发现存在广泛的认知技能缺陷。然而，阅读迟缓的儿童被发现仅在较有限的一系列任务上存在缺陷，主要涉及早期识字和语音处理技能。本文讨论了这些发现对阅读迟缓认知缺陷理论的启示。
