Reading after closed head injury in childhood: Effects on accuracy, fluency, and comprehension
Reading after closed head injury in childhood: Effects on accuracy, fluency, and comprehension
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DOI：
10.1080/87565649909540737
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发表时间：
1999-01-01
影响因子：
1.5
通讯作者：
Wilkinson, M
中科院分区：
文献类型：
--
作者：
Barnes, MA;Dennis, M;Wilkinson, M
两项研究阅读解码，阅读流畅性，阅读理解儿童头部受伤后的报告。研究1测试了头部受伤的年龄和挫伤性脑损伤的类型是否与阅读结果有关。对55名头部受伤的儿童进行了单词解码准确性和阅读理解的测试。在获得基本单词解码技能之前的学龄前儿童或在教授解码技能的小学早期遭受头部损伤的儿童，以及双侧或左侧挫伤的儿童在获得基本单词解码和阅读理解技能方面最有困难。特别是，与6岁半以后受伤的儿童相比，6岁半以前受伤的儿童在获得阅读解码技能方面遇到困难的风险最大。研究2测试了头部受伤后处理速度的缺陷是否也存在于阅读中。43名头部受伤的儿童与对照组在年龄、年级和单词解码准确性方面配对。头部受伤的儿童在命名单词时速度较慢，特别是那些不太常见的正字法模式，尽管这两组在快速命名可发音的非单词方面没有差异。头部受伤组的阅读流畅性与阅读理解有关，这表明缓慢的文字水平处理对这些个体的文本理解有负面影响。结果进行了讨论，头部受伤如何影响尚未获得的技能的发展和进一步收购的那些技能，在受伤时，在一个快速的发展阶段。结果还讨论了头部受伤如何影响加速处理的模型。
Two studies of reading decoding, reading fluency, and reading comprehension after childhood head injury are reported. Study 1 tested whether age at head injury and the type of contusional brain damage were related to reading outcomes. Fifty-five children with head injuries were tested on measures of word decoding accuracy and reading comprehension. Children who sustained head injuries in the preschool years before basic word decoding skills are acquired or in the early primary grades when decoding skills are being taught, and children with bilateral or left-sided contusions were most at risk for difficulties in acquiring basic word decoding and reading comprehension skills. In particular, children injured before 6 1/2 years of age were most at risk for difficulties in acquiring reading decoding skills in comparison to children injured after this age. Study 2 tested whether deficits in processing speed after head injury are also found in reading. Forty-three head-injured children were matched with controls on a pair-by-pair basis for age, grade, and word decoding accuracy. The children with head injuries were slower at naming words, particularly those with less common orthographic patterns, although the groups did not differ on speeded naming of pronounceable nonwords. Reading fluency in the head-injured group was related to reading comprehension, suggesting that slow word-level processing has negative consequences for text comprehension in these individuals. The results are discussed with respect to how head injuries affect the development of skills yet to be acquired and the further acquisition of those skills that are in a rapid phase of development at time of injury. The results are also discussed with reference to models of how head injury affects speeded processing.