A retrospective longitudinal study of cognitive and language skills in poor reading comprehension

被引：17

作者：

Elwer, Asa ^{[1
]}

Gustafson, Stefan ^{[1
]}

Byrne, Brian ^{[2
]}

Olson, Richard K. ^{[3
]}

Keenan, Janice M. ^{[4
]}

Samuelsson, Stefan ^{[1
]}

机构：

[1] Linkoping Univ, S-58183 Linkoping, Sweden

[2] Univ New England, Armidale, NSW 2351, Australia

[3] Univ Colorado, Boulder, CO 80309 USA

[4] Univ Denver, Denver, CO 80208 USA

来源：

SCANDINAVIAN JOURNAL OF PSYCHOLOGY | 2015年 / 56卷 / 02期

基金：

瑞典研究理事会;

关键词：

Poor comprehenders; reading comprehension; longitudinal study; preschool language skills; core deficits; EARLY LITERACY DEVELOPMENT; CHILDREN; ABILITY; TWIN; DIFFICULTIES; PRESCHOOL; INFERENCE; AWARENESS; DEFICITS; FAILURE;

D O I：

10.1111/sjop.12188

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.

引用

页码：157 / 166

页数：10

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