早期识别患有阅读障碍的儿童:变量不同预测阅读不良与意外阅读不良
Richard K Wagner1, Christopher J Lonigan1
1Department of Psychology and Florida Center for Reading Research, Florida State University.
Reading research quarterly
|July 14, 2023
概括
了解阅读障碍需要超越一般阅读困难. 意想不到的阅读不良,这是一个关键指标,更好地预测具体因素,如语音意识,而不仅仅是整体阅读能力.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 阅读障碍的定义往往引用意想不到的阅读不良.
- 在阅读能力方面运行"意想不到的"仍然具有挑战性.
- 目前的定义可能无法完全捕捉到阅读障碍的细微差别.
研究的目的:
- 实证测试一般阅读不良的预测因素与意外阅读不良的预测因素是否不同.
- 研究语音意识和词汇对阅读结果的预测能力.
- 检查意外语音意识在预测意外解码中的作用.
主要方法:
- 研究1:对现有数据的基于模型的元分析.
- 研究2:使用潜变量建模对766名儿童 (K-2) 进行横截面研究.
- 研究3:对从幼儿园到二年级的1025名儿童进行长度研究.
主要成果:
- 语音意识强烈预测解码,但没有意想不到的解码. 意想不到的语音意识预测了意想不到的解码.
- 在阅读理解方面也观察到类似的模式.
- 结果在分析,横截面和纵向研究中是一致的.
结论:
- 一般阅读不良的预测器可能无法最佳地预测意外的阅读不良.
- 典型的评估可能比识别阅读障碍更有效地识别一般的阅读障碍.
- 完善"意想不到"的操作定义对于准确识别阅读障碍至关重要.
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