一年级的早期阅读预测了典型的阅读者和阅读障碍者在42岁时的成年阅读
Emilio Ferrer1, Bennett A Shaywitz2, John M Holahan2
1Department of Psychology, University of California, Davis, CA, USA. eferrer@ucdavis.edu.
NPJ science of learning
|November 28, 2023
概括
典型阅读者和阅读障碍者之间的阅读成就差距持续到成年. 小学早期的阅读技能和发展轨迹预测了成年人阅读能力,特别是在阅读障碍患者中.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 典型阅读者和阅读障碍者之间的阅读成就差距在童年和青春期得到了充分证实.
- 关于这种差距在成年后持续存在的长度数据有限.
- 了解长期阅读结果对于干预和支持至关重要.
研究的目的:
- 为了确定一年级的阅读水平是否预测了典型和阅读障碍读者的成年阅读能力.
- 调查一至五年级的阅读发展轨迹是否预测成人阅读能力.
- 检查阅读成就差距在成年生活中的持续性.
主要方法:
- 从5岁到成年期的312名儿童 (246名典型阅读者,66名阅读障碍者) 的纵向研究.
- 分析一年级的阅读水平和五年级的阅读发展轨迹.
- 成年人阅读能力的评估.
主要成果:
- 一年级的阅读水平显著预测了两组成年人的阅读能力.
- 从一到五年级的阅读发展轨迹也预测了成人阅读能力.
- 早期阅读与成人阅读能力之间的关联在阅读障碍读者中更为强烈.
结论:
- 典型阅读者和阅读障碍者之间的阅读成就差距持续到成年.
- 早期阅读评估和监测对于识别有长期阅读困难风险的个体至关重要.
- 针对早期阅读发展的干预措施可能对成人阅读能力产生持久的积极影响.
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