Not all reading disabilities are alike
Not all reading disabilities are alike
复制标题
DOI：
10.1177/002221949903200203
复制
发表时间：
1999-03-01
影响因子：
3
通讯作者：
Williams, KA
中科院分区：
文献类型：
--
作者：
Aaron, PG;Joshi, M;Williams, KA
在本文中，阅读障碍的定义是广义的，是指低于平均水平的阅读理解的标准化测试评估的成就。通过我们的研究，我们试图回答这样一个问题：是否所有的阅读障碍儿童都有一个共同的语音缺陷的病因，或构成异质群体。四项研究从阅读技能构成的角度对阅读障碍进行了研究。在第1部分中，报告了第一项研究的结果。对139名三、四、六年级儿童在阅读相关任务上的表现进行了主成分分析，得出了两个因素：解码和理解。然而，对每个年级分别进行的因素分析表明，正字法技能和处理速度可能构成第三个组成部分。正字法速度因素只在六年级时出现。本文的第二部分报告了三项研究的结果，分析了贫困读者的组成技能概况。结果发现，穷人的读者构成异质性群体，四种不同类型的穷人的读者可以被确定为以下任何一种技能的缺陷：（a）解码，（B）理解，（c）解码和理解的组合，（d）组合的正字法处理和阅读速度。研究还发现，在选择穷人的读者所使用的标准影响的四种类型的穷人读者在任何给定的组中的比例分布。
In this article, reading disability is defined broadly to refer to below-average achievement in reading comprehension as assessed by a standardized test. With our research we tried to answer the question of whether all children with reading disability share a common etiology of deficient phonology, or constitute heterogeneous groups. The answer to this question was sought in four studies that examined reading disabilities from the perspective of componential skills of reading. In Part 1, the results of the first study are reported. A principal-components analysis of the performance of 139 children from Grades 3, 4, and 6 on reading-related tasks yielded two factors: decoding and comprehension. However, factor analyses conducted for each grade separately indicated that orthographic skill and processing speed could possibly constitute a third component. The orthography-speed factor emerged as a factor only in the 6th grade. Part 2 of this article reports the findings of three studies that analyzed the componential skills profiles of poor readers. It was found that the poor readers constituted heterogeneous groups and that four different types of poor readers could be identified with deficiency in any one of the following skills: (a) decoding only, (b) comprehension only, (c) a combination of decoding and comprehension, and (d) a combination of orthographic processing and reading speed. It was also found that the criteria used in selecting poor readers influenced the distribution of the ratio of the four types of poor readers within any given group.