Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment?
Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment?
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DOI：
10.1044/1092-4388(2004/017
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发表时间：
2004-02-01
影响因子：
2.6
通讯作者：
Durand, M
中科院分区：
文献类型：
--
作者：
Nation, K;Clarke, P;Durand, M
本研究旨在探讨8岁阅读理解障碍儿童的口语技能。尽管阅读流畅准确，非语言能力正常，但这些孩子在理解他们所读的内容方面很差。任务挖掘3个领域的口头语言，即语音，语义和形态句法，管理，沿着的措施，反映了互动的语言领域，我们称之为更广泛的语言技能。相对于年龄和解码能力相匹配的对照组儿童，除了语音技能外，其他所有措施都受到了损害。除了低口语能力的特点组作为一个整体，一些人有明显的语言障碍，有人认为，一个很大的少数可以被归类为有特定的语言障碍。然而，这些儿童中没有一个先前被认为有语言或阅读障碍。这些发现表明，严重的阅读和语言障碍并不总是明显的儿童有良好的语音能力，至少表面上看，阅读很好。
This study investigates the oral language skills of 8-year-old children with impaired reading comprehension. Despite fluent and accurate reading and normal nonverbal ability, these children are poor at understanding what they have read. Tasks tapping 3 domains of oral language, namely phonology, semantics, and morphosyntax, were administered, along with measures that reflect an interaction of language domains that we refer to as broader language skills. Relative to control children matched for age and decoding ability poor comprehenders were impaired across all measures except those tapping phonological skills. In addition to low oral language ability characterizing the group as a whole, some individuals had marked language impairments; it is argued that a substantial minority can be classified as having specific language impairment. However, none of the children had been previously recognized as having a language or reading impairment. These findings demonstrate that serious reading and language impairments are not always obvious in children who have good phonological ability and appear, superficially at least, to read well.