A longitudinal investigation of reading outcomes in children with language impairments
A longitudinal investigation of reading outcomes in children with language impairments
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DOI：
10.1044/1092-4388(2002/093
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发表时间：
2002-12-01
影响因子：
2.6
通讯作者：
Zhang, XY
中科院分区：
文献类型：
--
作者：
Catts, HW;Fey, ME;Zhang, XY
本研究旨在探讨语言障碍儿童的阅读效果。一个大型的儿童亚样本参加了一项流行病学研究的语言障碍在幼儿园（J. B。Tomblin，N. Records，P. Buckwalter，X. Zhang，E. Smith，& M.奥布莱恩，1997年）被跟踪到二年级和四年级。参与者的语言，阅读和非语言认知能力进行了评估。结果表明，在幼儿园与LI的儿童是在一个高风险的阅读障碍，在第二和第四年级。非特异性语言障碍（非语言和语言缺陷）的儿童的这种风险高于特异性语言障碍（仅语言缺陷）的儿童。在幼儿园的语言障碍儿童，在二年级和四年级的口语能力有所提高，阅读效果比那些持续性语言障碍的儿童好。此外，儿童的识字知识/经验，在幼儿园和他们最初的阅读成绩在二年级是很好的预测随后的阅读结果。
This investigation examined the reading outcomes of children with language impairments (LI). A large subsample of children who participated in an epidemiologic study of language impairments in kindergarten (J. B. Tomblin, N. Records, P. Buckwalter, X. Zhang, E. Smith, & M. O'Brien, 1997) was followed into second and fourth grades. Participants' language, reading, and nonverbal cognitive abilities were assessed. Results indicated that children with LI in kindergarten were at a high risk for reading disabilities in second and fourth grades. This risk was higher for children with a nonspecific language impairment (nonverbal and language deficits) than for those with a specific language impairment (deficits in language alone). Children with LI in kindergarten who had improved in spoken language abilities by second and fourth grades had better reading outcomes than those with persistent language impairments. Also, children's literacy knowledge/experience in kindergarten and their initial reading achievement in second grade were good predictors of subsequent reading outcomes.