Toward a Research-Based Assessment of Dyslexia
Toward a Research-Based Assessment of Dyslexia
复制标题
对阅读障碍进行基于研究的评估
DOI：
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发表时间：
2003
影响因子：
3
通讯作者：
Elizabeth A. Cox
中科院分区：
文献类型：
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作者：
Sherry Mee Bell;R. Steve McCallum;Elizabeth A. Cox
从随机抽取的105名小学和初中儿童完成了阅读成绩和认知能力的测量，这些测量是基于对当前阅读障碍研究的综合，以支持阅读。这些认知变量（包括听觉处理，语音意识，短期听觉记忆，视觉记忆，快速自动化命名，视觉处理速度）的因素分析产生了三个经验和理论推导的因素（听觉处理，视觉处理/速度，记忆），其中每一个都有助于预测阅读和拼写技能。这三个因素的因子分数结合起来预测了85%的变异与字母/视觉词命名，70%的变异与阅读理解，73%的拼写，61%的语音解码。听觉处理因素是最强的预测因子，占不同成就领域方差的27%至43%。研究结果为阅读障碍的标准化评估提供了理论和实证支持，除了阅读成绩的具体措施外，还包括这三个因素的措施。提供了一个彻底的，以研究为基础的评估准则。
One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.