Phonological memory problems are magnified in children from language minority homes when predicting reading disability.
Phonological memory problems are magnified in children from language minority homes when predicting reading disability.
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当预测阅读障碍时，来自语言少数群体家庭的儿童的语音记忆问题会被放大。
DOI：
10.1017/s0305000919000576
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发表时间：
2020
影响因子：
2.2
通讯作者：
Margolis,AmyE
中科院分区：
文献类型：
--
作者：
Hardy,LindsayM;Banker,Sarah;Tomb,Meghan;Cha,Yoochai;Zhang,Irene;Thomas,Lauren;Algermissen,Molly;Peverly,StephenT;Noble,KimberlyG;Margolis,AmyE
来自语言少数群体(Lm)环境的儿童在家里说的语言与在学校说的不同，他们往往来自社会经济条件较差的背景，并面临阅读障碍的风险。本研究以352名社会经济困难儿童为被试，考察了语言状态、语音记忆和意识对阅读障碍的主效应及其交互作用。通过语言状态交互作用的显著语音记忆表明，语音记忆问题在预测LM家庭和英语主导家庭(ED)儿童的阅读障碍时被放大。在没有阅读障碍的儿童中，语言少数民族地位与语音加工无关。
Children from language minority (LM) environments speak a language at home that differs from that at school, are often from socioeconomically disadvantaged backgrounds, and are at risk for reading impairment. We evaluated the main effects and interaction of language status and phonological memory and awareness on reading disorder in 352 children from socioeconomically disadvantaged backgrounds. A significant phonological memory by language status interaction indicated that phonological memory problems were magnified in predicting reading impairment in children from LM versus English dominant (ED) homes. Among children without reading disorder, language minority status was unrelated to phonological processing.