Language and phonological skills in children at high risk of reading difficulties
Language and phonological skills in children at high risk of reading difficulties
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DOI：
10.1111/j.1469-7610.2004.00252.x
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发表时间：
2004-03-01
影响因子：
7.6
通讯作者：
Snowling, MJ
中科院分区：
文献类型：
--
作者：
Carroll, JM;Snowling, MJ
阅读障碍现在被普遍认为涉及语音处理的困难。然而，阅读困难和言语困难之间的联系仍然不清楚。方法：在本研究中，17名4至6岁的言语困难儿童与有阅读障碍家族史的儿童进行了比较，并正常发展控制语音处理，语音学习，语音意识和识字任务。结果如下：两组有阅读困难风险的儿童表现出非常相似的障碍模式，词汇量一般，但输入和输出语音处理，语音学习，语音意识和阅读发展较差。结论：结论是阅读困难的前因在这两组儿童中是相似的，这两组都表现出语音表征发展的缺陷。
Dyslexia is now generally acknowledged to involve difficulties in phonological processing. However, the links between reading difficulties and speech difficulties remain unclear. Method: In the present study, 17 children with speech difficulties between the ages of four and six were compared to children with a family history of dyslexia and normally developing controls on phonological processing, phonological learning, phonological awareness and literacy tasks. Results: The two groups of children at risk of reading difficulties showed very similar patterns of impairment, with average vocabulary but poor input and output speech processing, phonological learning, phonological awareness and reading development. Conclusions: It is concluded that the antecedents of reading difficulty are similar in these two groups of children, with both groups showing deficits in the development of phonological representations.