What Influences Literacy Outcome in Children With Speech Sound Disorder?
What Influences Literacy Outcome in Children With Speech Sound Disorder?
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DOI：
10.1044/1092-4388(2009/08-0024
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发表时间：
2009-10-01
影响因子：
2.6
通讯作者：
Boada, Richard
中科院分区：
文献类型：
--
作者：
Peterson, Robin L.;Pennington, Bruce F.;Boada, Richard
目的：在这项研究中，作者评估了有言语声音障碍（SSD）病史的儿童的识字结果，这些儿童的特点是沿着2个维度：更广泛的语言功能和SSD的持续性。在以前的研究中，作者已经证明，每个维度与识字，但没有解开他们的effects.Methods：两组儿童（86 SSD和37对照）被招募在5-6岁，并进行了纵向跟踪。作者报告了7-9岁SSD儿童的读写能力，与对照组和国家标准相比，相对于语言技能和SSD持久性（均在5-6岁测量）。结果：SSD组表现出阅读残疾率升高。语言技能，但不是SSD持久性预测以后的识字。然而，SSD持久性与语音意识障碍有关。语音意识单独预测识字结果不如一个模型，还包括语法和非语言的iQ.Conclusions：结果支持以前的文献研究结果，SSD的历史预测识字困难，该协会是最强的SSD +语言障碍（LI）。语音损伤的程度本身并不决定识字的结果，预测的核心语音赤字假说。相反，符合多赤字的方法，语音赤字似乎与其他认知因素在识字发展。
Purpose: In this study, the authors evaluated literacy outcome in children with histories of speech sound disorder (SSD) who were characterized along 2 dimensions: broader language function and persistence of SSD. In previous studies, authors have demonstrated that each dimension relates to literacy but have not disentangled their effects.Methods: Two groups of children (86 SSD and 37 controls) were recruited at ages 5-6 and were followed longitudinally. The authors report the literacy of children with SSD at ages 7-9, compared with controls and national norms, and relative to language skill and SSD persistence (both measured at age 5-6).Results: The SSD group demonstrated elevated rates of reading disability. Language skill but not SSD persistence predicted later literacy. However, SSD persistence was associated with phonological awareness impairments. Phonological awareness alone predicted literacy outcome less well than a model that also included syntax and nonverbal IQ.Conclusions: Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI). Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development.