Towards a further characterization of phonological and literacy problems in Dutch-speaking children with dyslexia
Towards a further characterization of phonological and literacy problems in Dutch-speaking children with dyslexia
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DOI：
10.1348/026151010x485223
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发表时间：
2010-03-01
影响因子：
2.3
通讯作者：
Ghesquiere, Pol
中科院分区：
文献类型：
--
作者：
Boets, Bart;De Smedt, Bert;Ghesquiere, Pol
这项纵向研究探讨了发展的语音和识字的荷兰语儿童在家庭风险的阅读障碍和匹配的控制。在幼儿园（正式阅读教学开始前）、一年级和三年级实施了措施。在三年级被诊断为阅读障碍的儿童在所有时间点都表现出语音意识（PA），言语短期记忆和快速自动命名能力（RAN）受损，PA的缺陷随着时间的推移而加重。这些孩子在字母知识、单词和非单词阅读的准确性和速度以及拼写方面的表现也更差。儿童在家庭风险的阅读障碍谁不符合标准的阅读障碍，得分比低风险控制的识字和语音的措施，需要最细粒度的语音表示更差。这表明，阅读障碍的家庭风险是连续的，而不是离散的。分层回归分析表明，PA和RAN最初是最重要的煽动者的阅读准确性和阅读速度，分别。经过2年的阅读教学，只有RAN预测阅读的速度和准确性。字母知识、阅读准确性和阅读速度也有助于PA的发展。
This longitudinal study examined the development of phonology and literacy in Dutch-speaking children at family risk of dyslexia and in matched controls. Measures were administered in kindergarten (before the start of formal reading instruction), in first and in third grade. Children, diagnosed with dyslexia in third grade, showed impaired phonological awareness (PA), verbal short-term memory, and rapid automatic naming ability (RAN) at all time points, with the deficit in PA aggravating over time. These children also performed more poorly in letter knowledge, word and nonword reading accuracy and speed, and spelling at each time point. Children at family risk of dyslexia who did not fulfil criteria for dyslexia, scored more poorly than low-risk controls on the literacy and phonological measures that required the most fine-grained phonological representations. This suggests that the family risk of dyslexia is continuous rather than discrete. Hierarchical regression analyses demonstrated that PA and RAN were initially the most important instigators of reading accuracy and reading speed, respectively. After 2 years of reading instruction, only RAN predicted reading speed and accuracy. Letter knowledge, reading accuracy, and reading speed also contributed to the development of PA.