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探测具有单独或同时出现的阅读障碍和发育性语言障碍的儿童的非单词重复中的语音处理差异

Anna Ehrhorn¹, Suzanne Adlof¹, Daniel Fogerty¹

¹Department of Communication Sciences and Disorders University of South Carolina.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading

|March 29, 2024

概括

患有阅读障碍和发育性语言障碍 (DLD) 的儿童表现出不良的非单词重复 (NWR) 技能. 同时出现的DLD和阅读障碍进一步加剧了儿童的NWR困难.

科学领域:

儿童神经发育障碍儿童神经发育障碍
语音和语言病理学语音和语言病理学
认知心理学认知心理学

背景情况:

非单词重复 (NWR) 是语音处理能力的关键指标.
阅读障碍和发育性语言障碍 (DLD) 是不同的,但往往同时发生的影响语言技能的疾病.
了解这些群体的NWR对于有针对性的干预至关重要.

研究的目的:

调查儿童的非单词重复 (NWR) 技能,只有阅读障碍,只有DLD,同时出现DLD+阅读障碍和典型发育 (TD).
检查语音变化和呈现方式对跨群体NWR表现的影响.
识别NWR缺陷背后的声学处理中的潜在差异和相似之处.

主要方法:

在7-9岁的儿童中使用标准参考和实验任务评估NWR.
在实验任务中操纵语音变化 (低与高) 和呈现方式 (音频与视听).
在四个组中比较表现:仅患有阅读障碍,仅患有DLD,DLD+阅读障碍和TD.

主要成果:

只有阅读障碍和只有DLD组的表现与TD和DLD+阅读障碍组的表现相似且中间.
低音调变异性非单词在不同方式中更难重复.
视听呈现改善了低音调变量的重复非单词.
没有观察到与语音变异性或模式的显著群体相互作用.

结论:

糟糕的NWR与阅读障碍和DLD有关.
DLD和阅读障碍的同时出现加剧了NWR的困难.
声学表示似乎在不同组中类似地影响NWR,尽管整体表现有差异.

关键词:

阅读障碍症阅读障碍症是指阅读障碍.语言障碍是一种语言障碍.非单词重复不单词重复声学处理声学处理学校年龄的孩子们.

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