Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia
Publication in refereed journal

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摘要This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia.
著者Anita M.-Y. Wong, Connie S.-H. Ho, Terry K.-F. Au, Catherine McBride, Ashley K.-H. Ng, Lesley P.-W. Yip, Catherine C.-C. Lam
期刊名稱Reading and Writing
出版年份2017
月份2
卷號30
期次2
頁次337 - 361
國際標準期刊號0922-4777
電子國際標準期刊號1573-0905
語言美式英語

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