PHONOLOGICAL AWARENESS AND LITERACY DEVELOPMENT IN CHILDREN WITH EXPRESSIVE PHONOLOGICAL IMPAIRMENTS
PHONOLOGICAL AWARENESS AND LITERACY DEVELOPMENT IN CHILDREN WITH EXPRESSIVE PHONOLOGICAL IMPAIRMENTS
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DOI：
10.1044/jshr.3802.446
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发表时间：
1995-04-01
期刊：
影响因子：
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通讯作者：
FREEMAN, NH
中科院分区：
文献类型：
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作者：
BIRD, J;BISHOP, DVM;FREEMAN, NH
这项研究调查了表现性语音障碍、语音意识和识字之间的联系。以前对言语障碍儿童识字能力的调查结果喜忧参半；在这里，我们考虑了是否存在额外的语言障碍或言语障碍的严重程度是一个重要的预后因素。31名有表现性语音障碍的儿童与年龄和非语言能力匹配的对照组儿童进行了三次比较，平均年龄为70、79和91个月。在每种情况下，他们都接受了三项语音意识测试：一项涉及韵母匹配，两项涉及首音匹配。在评估中，评估了2项和3项识字技能。有语音障碍的儿童在语音意识和识字方面的得分远远低于他们的对照，无论他们是否有其他语言问题。虽然他们中的许多人知道字母的发音，但他们在读写非单词和真实单词方面表现不佳。研究认为，言语障碍和识字问题都是由于未能将音节分解成更小的语音单位而引起的。与年龄有关的语音问题的严重程度是识字结果的重要决定因素；在入学时有严重表达语音障碍的儿童尤其有可能出现阅读和拼写问题。
This study investigated the link between expressive phonological impairments, phonological awareness, and literacy. Previous investigations of literacy skills in children with speech impairments have given mixed results; here we considered whether presence of additional language impairments or severity of the speech impairment was an important prognostic factor. Thirty-one children with expressive phonological impairments were compared with control children matched on age and nonverbal ability on three occasions, at mean ages of 70, 79, and 91 months. On each occasion they were given three tests of phonological awareness: one involved rime-matching and two involved onset-matching. At assessments 2 and 3 literacy skills were assessed. Children with phonological impairments scored well below their controls on phonological awareness and literacy, independent of whether or not they had other language problems. Although many of them knew letter sounds, they were poor at reading and writing nonwords as well as real words. It is suggested that both the speech impairment and the literacy problems arise from a failure to analyze syllables into smaller phonological units. The severity of the phonological problems in relation to age is an important determinant of literacy outcome; children who have severe expressive phonological impairments at the time they start school are at particular risk for reading and spelling problems.