Comparing phonological skills and spelling abilities in children with reading and language impairments.
Comparing phonological skills and spelling abilities in children with reading and language impairments.
复制标题
比较有阅读和语言障碍的儿童的语音技能和拼写能力。
DOI：
10.1080/13682820601178584
复制
发表时间：
2008
影响因子：
2.4
通讯作者：
M. Snowling
中科院分区：
文献类型：
--
作者：
Rebecca F Larkin;M. Snowling
背景
Bishop和Snowling（2004）提出，语言障碍儿童（LI）和阅读困难儿童（RD）可被视为阅读障碍风险的（语音）连续体。
旨在
本研究的第一个目的是解决两个具体的假设之间的关系RD和LI。严重性假说认为LI是RD的一种更严重的形式。与此相反，阅读障碍加假设认为，与儿童有语言障碍的儿童共享相同的语音缺陷，但也有非语音语言技能的损害。本研究的第二个目的是进一步了解语言障碍儿童的拼写能力。
方法和程序
将23名原发性语言障碍（LI）儿童和22名原发性阅读障碍（RD）儿童与典型发育儿童进行比较。比较了儿童在音素删除测试、语音记忆测试、拼写准确性测试和语音拼写测试中的表现。
结果和成果
LI儿童表现出较差的语音记忆表现比儿童RD和年龄控制，而两个临床组的表现显着差于年龄控制的音素删除任务和阅读年龄控制。LI和RD儿童在语音拼写方面的年龄受损，LI儿童表现出更严重的障碍。进一步探索的数据确定了两个不同的配置文件与LI儿童，这些儿童中的一些有较差的语音技能比预期的接受性词汇，支持的严重性假设。另一组表现出与并发的词汇和语音技能的障碍，符合诵读困难加假设的配置文件。
结论
研究结果表明，一个小组的儿童与LI可能会遇到一个严重的形式的阅读障碍。研究结果进一步表明，LI的儿童有困难的语音合理的拼写。
BACKGROUND
Bishop and Snowling (2004) proposed that children with language impairments (LI) and children with reading difficulties (RD) can be considered to be on a (phonological) continuum of risk for reading impairments.
AIMS
The first aim of the present study was to address two specific hypotheses about the relationship between RD and LI. The severity hypothesis proposes that LI is a more severe form of RD. In contrast, the dyslexia-plus hypothesis proposes that children with LI share the same phonological deficit as children with RD, but also have impairments in non-phonological language skills. The second aim of the study was to further our understanding of the spelling skills of children with LI.
METHODS & PROCEDURES
Twenty-three children with primary language impairments (LI) and 22 children with primary reading impairments (RD) matched on chronological and reading age were compared with typically developing children. The children's performance on tests of phoneme deletion, phonological memory, and spelling accuracy and phonetic spelling was compared.
OUTCOMES & RESULTS
Children with LI showed poorer phonological memory performance than children with RD and age controls, whereas both clinical groups performed significantly worse than the age controls on the phoneme deletion task and comparably to reading-age controls. Children with LI and RD were impaired for their age at phonetic spelling, the children with LI showing the more severe impairment. Further exploration of the data identified two different profiles among children with LI; some of these children had poorer phonological skills than predicted from receptive vocabulary, supporting the severity hypothesis. The other group showed a profile with concurrent impairments in vocabulary and phonological skills, in line with the dyslexia-plus hypothesis.
CONCLUSIONS
The findings suggest that a subgroup of children with LI may be experiencing a severe form of dyslexia. The results further suggest that children with LI have difficulty producing phonologically plausible spellings.
影响因子：
2.6
作者：
BRUCK, M;TREIMAN, R
通讯作者：
TREIMAN, R
早期语言发育迟缓的儿童。
DOI：
10.1044/jshr.3301.70
发表时间：
1990
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Scarborough,HS;Dobrich,W
通讯作者：
Dobrich,W