Catts H W
University of Kansas, Lawrence.
J Speech Hear Res. 1993 Oct;36(5):948-58. doi: 10.1044/jshr.3605.948.
A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects' performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.
一组有语言障碍的儿童在幼儿园被识别出来，并接受了一系列语言测试以及语音意识和快速自动命名测试。这些儿童在一年级和二年级时接受跟踪，并进行了单词识别和阅读理解测试。结果发现，有语言障碍的儿童在阅读测试中的表现不如无语言障碍的对照组。研究观察到，这些儿童在幼儿园标准化语言能力测试中的表现与阅读成绩密切相关，尤其是阅读理解。另一方面，语音意识和快速自动命名测试被发现是单词识别的最佳预测指标。本文讨论了这些研究结果对阅读障碍早期识别和矫治的意义。
