Retrospective Analyses of the Reading Development of Grade 4 Students with Reading Disabilities
Retrospective Analyses of the Reading Development of Grade 4 Students with Reading Disabilities
复制标题
四年级阅读障碍学生阅读发展的回顾性分析
DOI：
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复制
发表时间：
2006
影响因子：
3
通讯作者：
L. Siegel
中科院分区：
文献类型：
--
作者：
Orly Lipka;Nonie K. Lesaux;L. Siegel
本研究对22名从幼儿园开始跟踪的阅读障碍（RD）儿童的阅读和阅读相关技能的发展进行了纵向研究。进行分析以调查5年内RD出现的模式以及阅读能力和风险状态。研究结果的轨迹与RD的儿童相比，4年级的典型读者（匹配的年级，性别，语言状态和学校）在幼儿园的识字技能具有类似的配置文件的检查。结果表明，在学龄儿童的RD的轨迹的异质性，虽然许多RD的儿童在幼儿园的风险，有一个子样本谁没有表现出阅读和语音困难，直到第三和第四年级。
This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.
影响因子：
158.5
作者：
SHAYWITZ, SE;ESCOBAR, MD;MAKUCH, R
通讯作者：
MAKUCH, R