Development of Oral Reading Fluency in Children With Speech or Language Impairments
Development of Oral Reading Fluency in Children With Speech or Language Impairments
复制标题
有言语或语言障碍的儿童口语阅读流利度的发展
DOI：
--
复制
发表时间：
2008
影响因子：
3
通讯作者：
C. Lonigan
中科院分区：
文献类型：
--
作者：
Cynthia S. Puranik;Y. Petscher;Stephanie Al Otaiba;H. Catts;C. Lonigan
这项纵向研究使用分段增长曲线分析来检查 1,991 名一年级至三年级有言语障碍 (SI) 或语言障碍 (LI) 的学生的口语阅读流畅性的增长模式。这项研究的主要发现是，SI 或 LI 的诊断会对早期阅读技能产生有害且持久的影响。结果表明，各亚组之间的生长轨迹差异在一年级时就很明显。很大一部分患有 SI 或 LI 的学生未达到年级阅读流畅度基准。总体而言，SI 学生的表现优于 LI 学生。阅读流畅度表现与 SI 或 LI 的持续性呈负相关；表现最差的学生是那些最初被诊断为 SI 或 LI 的学生，后来诊断为学习障碍。结果强调需要尽早识别、监测和解决患有 SI 或 LI 的学生的阅读流畅性困难。
This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with SI or LI did not meet grade-level reading fluency benchmarks. Overall students with SI showed better performance than students with LI. Reading fluency performance was negatively related to the persistence of the SI or LI; the lowest performing students were those originally identified with SI or LI whose diagnosis changed to a learning disability. The results underscore the need to identify, monitor, and address reading fluency difficulties early among students with SI or LI.
早期语言发育迟缓的儿童。
DOI：
10.1044/jshr.3301.70
发表时间：
1990
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Scarborough,HS;Dobrich,W
通讯作者：
Dobrich,W