Spontaneous verbal labeling: Visual memory and reading ability in children with cleft
Spontaneous verbal labeling: Visual memory and reading ability in children with cleft
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DOI：
10.1597/04-128r.1
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发表时间：
2005-09-01
期刊：
影响因子：
--
通讯作者：
Hall, T
中科院分区：
文献类型：
--
作者：
Richman, LC;Wilgenbusch, T;Hall, T
目的：本研究的目的是检查不同类型的短期记忆缺陷（视觉与语言）的儿童与裂缝，并确定什么类型的记忆缺陷与阅读disorders.Design：本研究探讨了记忆和阅读在48个连续的情况下，儿童与裂缝，年龄在7至9岁。记忆测试旨在评估记忆方式（言语-视觉）管理，沿着与测试的阅读ability.Results：视觉和言语记忆进行了检查与单向方差分析（ANOVA）。记忆模式表明视觉记忆的最大缺陷。根据是否存在视觉记忆障碍的证据，形成了两个亚组。根据小组成员资格预测阅读能力障碍的命中率计算为65%。视觉记忆与阅读能力呈显著相关（r = .48）。结论：简易视觉记忆测验与全量表智商测验在预测阅读能力方面具有相同的效果。
Objective: The purpose of this study was to examine different types of short-term memory deficits (visual versus verbal) of children with cleft and to determine what type of memory deficits were associated with reading disorders.Design: The study examined memory and reading in 48 consecutive cases of children with cleft, aged 7 to 9 years. A memory test designed to assess memory modalities (verbal-visual) was administered, along with tests of reading ability.Results: Visual and verbal memory were examined with a one-way analysis of variance (ANOVA). The memory pattern indicated greatest deficit in visual memory. Two subgroups were formed, according to whether or not there was evidence of visual memory impairment. A hit rate predicting reading disability based on group membership was calculated to be 65%. Visual memory was significantly correlated with reading ability (r = .48).Conclusion: A brief visual memory test was almost as good as Full Scale IQ in predicting reading disability.