Phonologic Impairment and Prereading
Phonologic Impairment and Prereading
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语音障碍和预读
DOI：
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发表时间：
1997
影响因子：
3
通讯作者：
L. Michael Couvillion
中科院分区：
文献类型：
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作者：
P. E. Webster;A. Plante;L. Michael Couvillion
本研究探讨了显性语音障碍（言语障碍）对语音意识、言语工作记忆和字母知识的影响。45名儿童，29名在项目开始时有中度至重度的生产性语音障碍，16名没有障碍，从平均年龄3-6岁到6-0岁进行了随访。在分析的某些方面，15名有障碍的参与者在性别和心理年龄上与15名没有障碍的参与者相匹配。语音障碍儿童在言语工作记忆、音素分割和字母识别任务上的表现明显低于对照组。此外，路径分析显示，工作记忆是一个潜在的重要中介变量。研究人员还测量了生产性句法，虽然与生产性语音和工作记忆有关，但与字母识别无关。
This study examined the effects of overt phonologic impairment (disordered speech) on phonological awareness, verbal working memory, and letter knowledge. Forty-five children—29 with moderate to severe productive phonologic impairment at the inception of the project and 16 without impairment—were followed from mean age 3–6 to age 6–0. Fifteen participants with impairment were matched on gender and mental age to 15 without impairment for certain aspects of the analysis. The children with phonologic impairment performed significantly worse than their controls on tasks of verbal working memory, phoneme segmentation, and letter identification. In addition, a path analysis revealed working memory to be a potentially important mediating variable. The investigators also measured productive syntax, which, although associated with productive phonology and working memory, was not associated with letter identification.