Haffner J, Zerahn-Hartung C, Pfüller U, Parzer P, Strehlow U, Resch F
Abteilung für Kinder- und Jugendpsychiatrie, Ruprecht-Karls-Universität Heidelberg.
Z Kinder Jugendpsychiatr Psychother. 1998 May;26(2):124-35.
With reference to an epidemiological sample of adolescents and young adults the impact of different models on the number of children classified as having specific spelling problems is investigated.
Using the same set of data, the effect of alternative definitions and methodological procedures on the prevalence of specific spelling retardation is shown. The virtual consequences of various norm-orientated definitions of cases is discussed with reference to external empirical criteria.
Particularly, obsolete norms lead to a large overestimation of cases. In the present study case definitions of specific spelling retardation based on substantial criteria result in prevalence rates between 6 and 9 percent. Academic achievement is considerably affected by persisting specific spelling problems and the attendance of secondary schools is rare, in spite of sufficient nonverbal intelligence.
Because of the high impact of spelling ability for educational success, dyslexic children need help by early intervention. Furthermore scholastic promotion is necessary to enable a school carer appropriate to the intellectual possibilities of the child.
参照青少年和青年的流行病学样本，研究不同模型对被归类为有特定拼写问题儿童数量的影响。
使用同一组数据，展示了替代定义和方法程序对特定拼写迟缓患病率的影响。参照外部实证标准，讨论了各种基于规范的病例定义的实际后果。
特别是，过时的规范会导致对病例的大幅高估。在本研究中，基于实质性标准的特定拼写迟缓病例定义导致患病率在6%至9%之间。持续存在的特定拼写问题对学业成绩有相当大的影响，尽管有足够的非语言智力，但很少有学生能进入中学就读。
由于拼写能力对教育成功有很大影响，诵读困难儿童需要通过早期干预获得帮助。此外，有必要进行学业促进，以使学校照顾者能够根据儿童的智力水平提供适当帮助。
