Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children
Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children
复制标题
中国3-8岁儿童阅读发展与障碍的发展轨迹
DOI：
10.1111/j.1469-7610.2010.02311.x
复制
发表时间：
2011-02-01
影响因子：
7.6
通讯作者：
Shu, Hua
中科院分区：
文献类型：
--
作者：
Lei, Lin;Pan, Jinger;Shu, Hua
背景
汉语阅读障碍的早期预测对于早期矫正具有重要意义。在这项为期6年的纵向研究中，我们调查了中国儿童阅读技能的早期认知预测因素。
方法
261名中国本土儿童在3至6岁之间接受了为期3年的7种语言相关技能训练。这些技能的表现，然后检查有关随后的文字阅读的准确性和流畅性。然后使用生长混合模型估计任务之间发育概况的个体差异。
结果
四个发展轨迹被分为典型（控制），追赶（低初始认知性能，但足够的后续阅读），识字相关的认知延迟（在形态意识，语音意识，快速命名和随后的单词识别的困难），和语言延迟（相对较低的所有任务）组。
结论
研究结果表明，语音意识，快速命名和形态意识的结合是必不可少的早期预测后期阅读困难的中国儿童。
BACKGROUND
Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.
METHOD
Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.
RESULTS
Four developmental trajectories were classified - the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.
CONCLUSION
Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.