Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties.
Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties.
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阅读障碍儿童和有数学困难风险的阅读障碍儿童的语音意识和快速命名技能。
DOI：
10.1111/j.1540-5826.2008.00270.x
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Wolf,Maryanne
中科院分区：
文献类型：
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作者：
Wise,JustinC;Pae,HyeKyeong;Wolfe,ChristopherB;Sevcikwe,RoseA;Morris,RobinD;Lovett,Maureen;Wolf,Maryanne
有限的研究考察了阅读障碍儿童(RD)和阅读障碍和数学障碍儿童(MD)的技能。更少的研究考察了这两组儿童的语音意识(PA)和快速自动命名(RAN)技能，以及这些技能与阅读和数学成绩的关系。此外，各种分类标准经常被用于对MD儿童进行分类。因此，本研究的目的是考察符合不同标准的纯RD儿童和有数学困难(MDR)风险的RD儿童的PA和RAN技能。参与者是三个大城市地区公立小学的114名患有RD的二、三年级学生。根据KeyMath修订测试的评估，学生被归类为数学困难的风险，使用第25个百分位数和第15个百分位数的临界值。他们进行了一系列的PA和RAN测试，以及一系列阅读和数学测试。等级回归分析表明，与RD+MDR儿童相比，RD儿童只表现出不同的结果模式。此外，与不那么严格的分类标准相比，使用更严格的标准对有数学困难风险的儿童进行分类会导致不同的结果模式。
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second– or third–grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th–percentile cutoff and a 15th–percentile cutoff as assessed by the KeyMath–Revised Test . A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.