Very early language skills of fifth-grade poor comprehenders
Very early language skills of fifth-grade poor comprehenders
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DOI：
10.1111/j.1467-9817.2011.01498.x
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发表时间：
2013-05-01
影响因子：
2.7
通讯作者：
Petscher, Yaacov
中科院分区：
文献类型：
--
作者：
Justice, Laura;Mashburn, Andrew;Petscher, Yaacov
这项研究验证了这样一种理论，即与未来的差解码者和典型读者相比，未来的差解码者在儿童早期的语言理解和语言产出方面会表现出适度但普遍的缺陷。使用现有的数据库(NICHD ECCRN)，根据单词识别和阅读理解的标准化评估，五年级学生被确定为理解技能较差(n=16)、解码技能较差(n=11)或典型阅读技能(n=35)。对这些亚组的幼儿和学龄前儿童的语言理解和语言产出进行了回顾性比较。在15、24、36和54个月时，与未来的典型读者和糟糕的解码者相比，糟糕的理解者的语言评估能力最低。在几乎所有的对比中，理解不良的读者与其他阅读群体之间的差异超过了0.5个标准差，这表明理解不良的人早期的语言技能表现出明显的滞后。
This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n=16), poor decoding skills (n=11) or typical reading skills (n=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags.