TOWARD AN UNDERSTANDING OF DEVELOPMENTAL LANGUAGE AND READING DISORDERS
TOWARD AN UNDERSTANDING OF DEVELOPMENTAL LANGUAGE AND READING DISORDERS
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DOI：
10.1044/jshd.5104.337
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发表时间：
1986-11-01
期刊：
影响因子：
--
通讯作者：
CATTS, HW
中科院分区：
文献类型：
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作者：
KAMHI, AG;CATTS, HW
这项研究的主要目的是比较语言障碍和阅读障碍儿童处理（即编码和检索）语音信息的能力。使用四种语音意识测量和多种单词和句子重复能力测量来评估语音处理技能。另外两项措施评估了儿童对词汇和词法信息的认识。受试者包括 12 名语言障碍 (LI)、12 名阅读障碍 (RI) 和 12 名年龄在 6 至 8 岁之间的正常儿童。研究结果支持了之前的说法，即有阅读障碍的儿童难以处理语音信息。然而，令我们惊讶的是，LI 儿童仅在三项指标上的表现明显比 RI 儿童差，所有指标都涉及单词和句子的重复。这些发现对有语言障碍史的学龄儿童和没有语言障碍史的阅读障碍儿童的独特性提出了质疑。
The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children''s awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment.