Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexia
Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexia
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DOI：
10.1111/j.1469-7610.2007.01837.x
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发表时间：
2008-02-01
影响因子：
7.6
通讯作者：
Chow, Yvonne Y. Y.
中科院分区：
文献类型：
--
作者：
McBride-Chang, Catherine;Lam, Fanny;Chow, Yvonne Y. Y.
背景资料：本研究旨在确定香港中文幼儿园儿童的认知能力，可能区分阅读障碍的风险，无论是语言延迟或阅读障碍的家族史，从儿童谁是没有风险，并探讨这些能力是如何与中文单词识别。感兴趣的认知技能是音节意识、声调识别、快速自动命名、视觉技能和形态意识。方法：我们招募了36名儿童，他们的兄弟姐妹以前被诊断为诵读困难（家族风险组）和36名儿童，他们最初被老师或父母报告在学前识字能力方面存在困难，随后被儿科医生发现在语言方面存在临床风险因素（语言延迟组）;这些组的平均年龄约为61个月。36名没有这些危险因素的儿童在年龄、智商和父母的教育程度上与高危人群相匹配。所有儿童都接受了认知技能和中文单词识别测试。结果如下：与对照组相比，语言延迟组的儿童在所有指标上的得分均显着降低，而家族风险组的儿童仅在声调检测、形态意识和中文单词识别方面表现显着较差。在回归分析中，词识别最好的解释形态意识，声调检测和视觉技能。结论：年龄相关措施与香港华人儿童早期阅读发展和障碍密切相关。声调检测和形态意识测试可能是诊断中国幼儿阅读问题风险的重要临床工具。相比之下，汉语语言延迟可能与先前在各种印欧语言中发现的更广泛的认知障碍有关（例如，Bishop &，Snowling，2004）。
Background: This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of interest were syllable awareness, tone detection, rapid automatised naming, visual skill, and morphological awareness. Method: We recruited 36 children whose sibling had been previously diagnosed with dyslexia (familial risk group) and 36 children who were initially reported to have difficulties in preschool literacy acquisition by either teachers or parents and subsequently found to demonstrate clinical at-risk factors in aspects of language by paediatricians (language delayed group); the mean age of these groups was approximately 61 months. Thirty-six children with no such risk factors were matched by age, IQ, and parents' education to the at-risk groups. All children were tested on cognitive skills and Chinese word recognition. Results: Compared to the controls, children in the language delayed group scored significantly lower on all measures, whereas children in the familial risk group performed significantly worse only on tone detection, morphological awareness, and Chinese word recognition. In regression analyses, word recognition was best explained by morphological awareness, tone detection and visual skill. Conclusions: Languag-erelated measures are strongly associated with early reading development and impairment in Hong Kong Chinese children. Tests of tone detection and morphological awareness may be important clinical tools for diagnosing risk for reading problems in young Chinese children. In contrast, Chinese language delay may be associated with broader cognitive impairments as found previously in various Indo-European languages (e.g., Bishop &, Snowling, 2004).