The development of early literacy skills among children with speech difficulties: a test of the "critical age hypothesis".
The development of early literacy skills among children with speech difficulties: a test of the "critical age hypothesis".
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有言语困难的儿童早期识字技能的发展：“临界年龄假说”的检验。
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
M. Snowling
中科院分区：
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作者：
L. Nathan;J. Stackhouse;N. Goulandris;M. Snowling
本文对47名4~7岁言语障碍儿童的早期识字发展进行了纵向研究。在这些儿童中，19名有特定言语困难的儿童与19名言语和语言困难的儿童以及19名正常发育的儿童进行了比较。在言语和语言有困难的儿童中，识字困难的风险更大，这些儿童在6岁时表现出音素意识缺陷。相比之下，孤立性言语障碍儿童的识字发展与对照组没有显著差异。对早期语音、语言和识字技能的路径分析表明，学龄前语言能力是5；8(岁；月)时音素意识的唯一预测因子，与早期阅读技能一起预测6；9岁时的识字结果。一旦音素意识的影响得到控制，言语知觉和言语产生过程都不能预测识字技能的变化。然而，值得注意的是，6岁和9岁时持续存在语言障碍的儿童在阅读相关过程中尤其容易出现缺陷。
This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater in the group with speech and language difficulties, and these children displayed deficits in phoneme awareness at 6 years. In contrast, the literacy development of children with isolated speech problems was not significantly different from that of controls. A path analysis relating early speech, language, and literacy skills indicated that preschool language ability was a unique predictor of phoneme awareness at 5;8 (years; months), which, together with early reading skill, predicted literacy outcome at 6;9. Once the effects of phoneme awareness were controlled, neither speech perception nor speech production processes predicted variation in literacy skills. However, it is noteworthy that children with persisting speech difficulties at 6;9 were particularly vulnerable to deficits in reading-related processes.