Baker L A, Decker S N, DeFries J C
J Child Psychol Psychiatry. 1984 Jan;25(1):111-7. doi: 10.1111/j.1469-7610.1984.tb01722.x.
Longitudinal psychometric test data collected at two different ages (9.4 +/- 1.3 and 14.8 +/- 1.2 years) were utilized to compare the developmental rates of 69 pairs of reading-disabled and matched control children. Results of a two-factor (GROUP X TIME), mixed-model, multivariate analysis of variance indicated that reading-disabled children manifested deficits on measures of academic achievement, symbolic processing speed and spatial reasoning abilities at both ages. Although both reading-disabled and control children were found to improve significantly between the two testing sessions, the lack of a significant GROUP X TIME interaction on measures of academic achievement and spatial reasoning abilities indicated that the rate of development was similar for the two groups. For measures of symbolic processing speed, however, differences between reading-disabled and control children were somewhat greater at the later age.
收集了69对阅读障碍儿童和匹配的对照儿童在两个不同年龄（9.4±1.3岁和14.8±1.2岁）的纵向心理测量测试数据，以比较他们的发育速率。双因素（组×时间）混合模型多变量方差分析结果表明，阅读障碍儿童在两个年龄阶段的学业成绩、符号处理速度和空间推理能力测量中均表现出缺陷。虽然发现阅读障碍儿童和对照儿童在两次测试之间均有显著改善，但在学业成绩和空间推理能力测量中缺乏显著的组×时间交互作用，这表明两组的发育速率相似。然而，对于符号处理速度测量，阅读障碍儿童和对照儿童之间的差异在较晚年龄时更大。
