Cognitive abilities in reading-disabled children: a longitudinal study.
Cognitive abilities in reading-disabled children: a longitudinal study.
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阅读障碍儿童的认知能力：一项纵向研究。
DOI：
10.1111/j.1469-7610.1984.tb01722.x
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发表时间：
1984
期刊：
影响因子：
--
通讯作者：
DeFries,JC
中科院分区：
文献类型：
--
作者：
Baker,LA;Decker,SN;DeFries,JC
本研究利用两个年龄段（9.4 ± 1.3岁和14.8 ± 1.2岁）的纵向心理测量学测验资料，对69对阅读障碍儿童和配对对照儿童的发展速度进行了比较。双因素（组X时间），混合模型，多变量方差分析的结果表明，阅读障碍儿童表现出赤字的措施，学业成绩，符号处理速度和空间推理能力在两个年龄。虽然阅读障碍和控制儿童被发现在两次测试之间有显着改善，但缺乏显着的组X时间互动的学习成绩和空间推理能力的措施表明，两组的发展速度是相似的。然而，对于符号处理速度的测量，阅读障碍儿童和控制儿童之间的差异在以后的年龄更大。
Longitudinal psychometric test data collected at two different ages (9.4+/-1.3 and 14.8+/-1.2 years) were utilized to compare the developmental rates of 69 pairs of reading-disabled and matched control children. Results of a two-factor (GROUP X TIME), mixed-model, multivariate analysis of variance indicated that reading-disabled children manifested deficits on measures of academic achievement, symbolic processing speed and spatial reasoning abilities at both ages. Although both reading-disabled and control children were found to improve significantly between the two testing sessions, the lack of a significant GROUP X TIME interaction on measures of academic achievement and spatial reasoning abilities indicated that the rate of development was similar for the two groups. For measures of symbolic processing speed, however, differences between reading-disabled and control children were somewhat greater at the later age.