Examining the Associations Between Parent Concerns and School-Age Children's Language and Reading Abilities: A Comparison of Samples Recruited for In-School Versus Online Participation.
Examining the Associations Between Parent Concerns and School-Age Children's Language and Reading Abilities: A Comparison of Samples Recruited for In-School Versus Online Participation.
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检查家长关心的问题与学龄儿童的语言和阅读能力之间的关联：为校内参与与在线参与招募的样本的比较。
DOI：
10.1044/2021_lshss-21-00080
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ehrhorn,AnnaM
中科院分区：
文献类型：
--
作者：
Chan,Jessica;Adlof,SuzanneM;Duff,Dawna;Mitchell,Alexis;Ragunathan,Maalavika;Ehrhorn,AnnaM
目的本研究的目的是检验家长对儿童口语、阅读和相关技能的担忧与孩子在语言和阅读标准化评估中的表现之间的关系，特别关注那些在学校和网上参与的儿童之间的关系是否有所不同。方法本研究使用的数据来自一个更大的纵向项目，重点关注患有和不患有发展性语言障碍（DLD）和/或阅读障碍的儿童。 “在校”样本（n = 133）在学校停课前亲自完成评估，通过广告招募的“在线”样本（n = 84）在网上完成评估。家长填写了一份担忧清单。所有儿童都完成了语言和阅读的常模参考评估。结果两种招募策略产生的样本在种族多样性（校内样本中较高）、看护者教育水平（在线样本中较高）和单词阅读测试分数（在线样本中较高）方面存在差异。两个样本中的家长对识字技能的担忧程度高于口语技能，并且家长对识字能力的担忧与儿童的单词阅读测试成绩之间的相关性强于家长对口语的担忧与儿童语言测试成绩之间的相关性。结论研究人员和临床医生应了解招募策略和评估方式（例如，面对面与远程评估）可能如何影响研究和临床服务的参与。依靠家长对口语的担忧来促进语言评估可能会导致符合 DLD 标准的儿童的识别率较低。未来的研究可以将父母对读写能力、注意力和执行功能的担忧视为语言评估需求的指标，特别是考虑到语言与其他发育障碍之间的高度共病。
PurposeThe purpose of this study was to examine the relationship between parent concerns about children's oral language, reading, and related skills and their children's performance on standardized assessments of language and reading, with a particular focus on whether those relationships differed between children recruited for in-school versus online participation.MethodThis study used data from a larger, longitudinal project focused on children with and without developmental language disorder (DLD) and/or dyslexia. The “in-school” sample (n= 133) completed assessments in-person before school closures, and the “online” sample (n= 84) recruited via advertisements completed assessments online. Parents completed a checklist of concerns. All children completed norm-referenced assessments of language and reading.ResultsThe two recruitment strategies yielded samples that differed in racial diversity (higher in the in-school sample), caregiver education levels (higher in the online sample), and word reading test scores (higher in the online sample). Parents in both samples reported higher levels of concerns about literacy skills than oral language skills, and the correlation between parent concerns about literacy and children's word reading test scores was stronger than the correlation between parent concerns about oral language and children's language test scores.ConclusionsResearchers and clinicians should be aware of how recruitment strategies and assessment modalities (e.g., in-person vs. tele-assessment) may impact participation in studies and clinical service. A reliance on parent concerns about oral language to prompt a language evaluation may contribute to low rates of identification of children who meet criteria for DLD. Future research can consider parent concerns about literacy, attention, and executive functions as indicators of a need for language evaluation, especially considering the high comorbidity between language and other developmental disorders.
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