在患有发育性语言障碍的儿童中,文字阅读和注意力缺陷/多动障碍
Norma Hancock1, Sean M Redmond2, Annie B Fox3
1Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.
American journal of speech-language pathology
|April 23, 2025
概括
语音记忆,而不是ADHD症状,在患有发育性语言障碍 (DLD) 的儿童中独特地影响了文字阅读. 这凸显了认知语言因素在理解DLD的阅读困难和注意力缺陷/多动症障碍 (ADHD) 中的关键作用.
科学领域:
- 儿童心理学 儿童心理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 发育性语言障碍 (DLD) 影响语言学习,并且经常与其他神经发育状况并发.
- 注意缺陷/多动障碍 (ADHD) 的特点是注意力不集中和/或多动冲动,经常与学习困难同时发生.
- 阅读障碍,一个特定的阅读学习困难,与DLD和ADHD分享了一些认知语言机制,需要对它们的相互作用有细微的理解.
研究的目的:
- 调查在有或没有DLD的学龄儿童中文字阅读和ADHD症状之间的关系.
- 检查声学记忆 (与阅读障碍相关) 和工作记忆 (与ADHD相关) 在这种关系中的调解作用.
- 开发和测试一种新型模型 (RE.A.L. 为了理解这些复杂的关联.
主要方法:
- 选了420名二年级和三年级的样本,确定了46例确诊的DLD病例和76名典型发育的儿童.
- 参与者接受了语言能力,文字阅读,多动症症状,非语言智力,工作记忆和语音记忆的评估.
- 统计模型被用来分析这些变量之间的关联和调解,包括一个新的并发症模型.
主要成果:
- 在所有模型中,声学记忆始终与文字阅读有关.
- 工作记忆与ADHD症状有着独特的关联.
- 这就是RE.A.L. 同病性模型表明,声学记忆独特地调解了DLD和文字阅读困难之间的关系,独立于ADHD症状.
结论:
- 认知语言指数,特别是语音记忆,在DLD儿童的文字阅读能力方面发挥着独特而至关重要的作用.
- 虽然ADHD症状与工作记忆缺陷有关,但并没有直接预测该人群中文字阅读不佳.
- 这些发现强调了在评估DLD儿童的文字阅读和ADHD症状时,评估认知语言特征的重要性,包括与阅读障碍和ADHD相关的机制.
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