A longitudinal study of cognitive and language factors for reading and comprehension difficulties

一个大队列（n=500）的儿童从8岁到12岁，研究口语和书面语言的发展。口语听力理解能力与书面语阅读理解能力和句子完成能力之间存在很强的关系。多元逐步回归分析显示，二年级学生的书面文章理解能力是六年级学生口语和书面语言能力的最强预测因子。阅读障碍儿童残差的差异表明，语言障碍和行为障碍也影响他们在六年级的表现。敏感性和特异性分析分别为67%和87%，阳性预测值和阴性预测值分别为33%和97%，表明三分之一的二年级学生阅读问题继续受到影响。我们会进一步分析为什么在以后的学年中，持续的语言问题会有差异。

A large cohort (n=500) of children was followed from 8 to 12 years of age to study spoken and written language development. There was a strong relationship between listening comprehension for spoken language, and reading comprehension and sentence completion for written language. A stepwise multiple regression analysis revealed that written passage comprehension at grade 2 was the strongest predictor for both spoken and written language at grade 6. Differences in the residual errors of children with reading problems indicated that language weakness and behavioral problems also affected their performance at grade 6. Analyses of sensitivity and specificity yielded 67 % and 87% respectively, and the positive and negative-predictive values were 33% and 97% respectively, indicating that one in three 2nd graders with reading problems continue to be affected. Further analyses on why there are differences in continuing language problems during later school years will be conducted.