首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
In order to assess the validity of school history information as a diagnostic criterion for reading disability, reading performance data from 304 children with a positive history for reading problems were compared to those from 319 children with a negative school history. These children are members of twin pairs who are participants in the Colorado Reading Project (DeFries 1985). A multivariate analysis of variance of Reading Recognition, Reading Comprehension, and Spelling subtest scores from the Peabody Individual Achievement Test (Dunn and Markwardt 1970) yielded a highly significant (p <0.001) difference between groups for both the multivariate and univariate comparisons. The difference between the unweighted mean scores of the school-history positive and negative groups for Reading Recognition was 2.1 standard deviations. Moreover, when discriminant weights estimated from an independent sample of 140 reading-disabled and 140 control nontwin children were used to reclassify the sample of twins, 75% of those with a positive history for reading problems were classified as being reading disabled and 95% of those with a negative history were classified as unaffected. Thus, results of this study establish the validity of school history information and suggest that such information may have considerable utility for ascertaining samples of reading-disabled children.  相似文献   

2.
Gender differences were assessed in three research-identified samples of children who were members of twin pairs: (1) 120 male and 124 female probands from same-sex identical and fraternal twin pairs in which at least one member of each pair is reading disabled; (2) a comparison sample of 148 males and 161 females from same-sex twin pairs with no history of reading problems; and (3) 34 pairs of opposite-sex fraternal twin pairs in which at least one member of each pair is reading disabled. Results of multivariate analyses of variance of psychometric test data from the two samples of same-sex twin pairs, in which the male and female subjects were reared in different homes, suggest that profiles of gender differences are similar in reading-disabled and control children. Moreover, this pattern of gender differences also tended to occur in opposite-sex twin pairs, who shared prenatal, as well as early postnatal, environmental influences. In general, reading-disabled males obtained higher average scores than affected females on Wechsler (1974, 1981) Verbal and Performance IQ, but lower scores on Reading Recognition and Spelling subtests of the Peabody Individual Achievement Test (Dunn and Markwardt 1970). With regard to the Wechsler subtests, reading-disabled males achieved higher average scores on Information, Picture Completion, Block Design, and Object Assembly, but lower scores on Coding. Although significant and relatively consistent gender differences in cognitive measures were found in three samples included in this study, these differences account for only a small portion of the observed variance. This work was supported in part by a program project grant from NICHD (HD-11681), and the report was prepared while J.J. Gillis was supported by NICHD training grant HD-07289.  相似文献   

3.
Extensive psychometric test data were obtained from two independent samples of reading-disabled and control children: 70 probands and 75 controls tested on two occasions over an average interval of 4.2 years, and 35 probands and 22 controls tested on three occasions over an average interval of 8.6 years. When composite measures of reading performance and symbol-processing speed were subjected to mixed-model multivariate analyses of variance, significant effects due to group (reading-disabled versus control) and time (i.e., test session) were obtained in both samples, and a significant group-by-time interaction was obtained for the sample tested on three occasions. In general, rates of change in reading performance are highly similar for reading-disabled and control children. However, with regard to symbol-processing speed, differences between the two groups increase as a function of age. Although no evidence was obtained for differential longitudinal stability of either composite measure in reading-disabled and control children, results of a multiple regression analysis suggest that reading deficits during middle childhood are highly predictive of later reading problems, even into early adulthood. This work was supported in part by a program project grant from the NICHD (HD-11681). The invaluable contributions of staff members of the many Colorado school districts and of the families who participated in the study are gratefully acknowledged.  相似文献   

4.
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning.  相似文献   

5.
In order to assess familial resemblance for measures of reading performance, data from 314 pairs of twins in which at least one member of each pair is reading-disabled [142 monozygotic (MZ) and 172 dizygotic (DZ) twin pairs], 273 matched control pairs (131 MZ and 142 DZ pairs), and their parents were subjected to both correlation and regression analyses. Results indicate that parent-offspring resemblance in families of reading-disabled probands does not differ substantially from that in families of controls. In general, the correlations and regressions for MZ twin pairs are greater than those for DZ twins; thus, individual differences in reading performance are due at least in part to heritable influences. As expected, regression coefficients are consistently larger than correlation coefficients for both parent-offspring and proband-cotwin comparisons in the reading-disabled sample, illustrating that regression analyses are more appropriate than correlations for assessing familial resemblance in selected samples.  相似文献   

6.
The double-deficit theory of reading disability (Wolf & Bowers, 1999) was examined in a sample of 56 reading-disabled and 45 normal-reading elementary school children (aged 8 to 11). As hypothesized, the two groups differed markedly on all phonological analysis tasks and on rapid continuous naming of digits and letters (the double deficits), but they differed as well on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization. Within the reading-disabled (RD) sample, children in the double-deficit subgroup were no more impaired in reading and spelling than those with a single deficit in phonological analysis, and those with a single deficit in rapid naming were no more impaired than those with neither deficit. Multiple regression analyses suggest that a multiple causality theory of RD is more plausible than a double-deficit theory.  相似文献   

7.
We compared parent-reported problems and competencies for national samples of 2,600 4-16-year-olds assessed at intake into mental health services and 2,600 demographically matched nonreferred children assessed in a home interview survey. Parents responded to the ACQ Behavior Checklist, which includes 23 competence items, three competence scales, 216 problem items, eight syndrome scales, Internalizing, Externalizing, and total competence and problem scores. Most items and scales discriminated significantly (p less than .01) between referred and nonreferred samples. There were important sex and age differences in problem patterns, but regional and ethnic differences were minimal. Somewhat more problems and fewer competencies were reported for lower- than upper-socioeconomic-status children. Referral rates were similar in the most urban and rural areas, but they were significantly higher in areas of intermediate urbanization. Correlations of problem scores with those obtained 10 years earlier in a regional survey and with surveys in other countries showed considerable consistency in the rank order of prevalence rates among specific problems. Apparently owing to its more differentiated response scales, the ACQ was susceptible to respondent characteristics that reduced its discriminative power below that of the Child Behavior Checklist. Comparisons of procedures for discriminating between the normal and the clinical range supported the value of a borderline category for children who are neither clearly normal nor clearly deviant. Interview data from the survey sample yielded significantly higher ACQ problem scores for children who had fewer related adults in their homes, those who had more unrelated adults in their homes, those whose biological parents were unmarried, separated, or divorced, those whose families received public assistance, and those whose household or family members had received mental health services. Children who scored higher on Externalizing than Internalizing problems tended to have unmarried, separated, or divorced parents and to come from families receiving public assistance. However, among children whose household or family members had received mental health services, there were greater proportions of both Externalizing and Internalizing patterns than among other children.  相似文献   

8.
An unexpected and remarkable preference for second language reading among some dyslexics has been noted, presenting a challenge to accepted theory on dyslexia and the capacity for second language learning. The current study was designed to examine this phenomenon by systematically looking at the differential reading scores in the first and second languages of reading-disabled young Swedish adults who claimed to prefer reading in their second language (English). Three groups were selected for study: a group of 10 reading-disabled young adults who prefer to read English; a second group of 10 reading-disabled with no special preference for second language reading, matched on word recognition efficiency, age group, gender and educational level and a group of 10 normal readers matched on age group and educational level. The test battery was designed to compare overall reading efficiency in English and Swedish and therefore encompassed both speed and accuracy measures. The battery covered seven phonological measures, four orthographic measures,three isolated word reading measures, two continuous text reading measures, a comprehension task and an author recognition task. All tasks were carried out in both English and Swedish. The results showed that two dyslexic groups differed significantly in the degree to which task performance, including reading efficiency, was impeded by the English format. A tentative hypothesis was forwarded as to how the exceptional and unexpected facility with English might be explained.  相似文献   

9.
The reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students’ reading attainment and (b) responses to questionnaires completed by the students and their parents revealed that classroom teaching, the school curriculum, the reader’s social and economic background and support from home had all helped shape reading performance. It is not unusual for school students in many Asian countries to receive after-school tuition in various areas of the curriculum to boost performance in impending examinations. The study reported here focussed (1) on the Chinese language reading attainment of students who had attended private tutoring classes after school in this subject against the scores of fellow students who had not and (2) asking whether such after-school tutoring had been of any notable benefit to their reading. Although a majority of the parents questioned said they paid for extra tuition for their children after school, analyses of the data found there was a statistically significant difference between the scores of students who received extra tuition and those who did not, the score of the latter group being superior. It is suggested that the Hong Kong education authorities reassure parents about the quality of teaching in primary schools and publicly pronounce on the potential value of after-school private tutoring.  相似文献   

10.
The relationships between parents’ age, education, literacy activities and shared reading with the child and children’s language skills and early interest in books were examined in a longitudinal study of 108 children. Parents reported on their children’s lexical and grammatical development by using the MacArthur Communicative Development Inventories (the CDIs) at the ages of 14 and 24 months. The Bayley Scales of Infant Development were administered to the children in a laboratory setting at 24 months. Information on parental background variables was obtained through a questionnaire before the children’s birth. Book reading habits were inquired when the children were 2 years of age. Mothers’ education, literacy activities and shared reading with the child were shown to be more strongly associated with the 2-year-olds’ lexical and grammatical skills than were those of father. A corresponding association to parental background variables emerged regardless of whether parental report data or scores on the structured test were employed as the child language measure. Shared reading with the father was found to be linked to children’s early interest in books. The children who exhibited greater interest in books were likely to be read to by mothers and fathers more frequently than other children. These children also had larger vocabularies than did children with low interest in books. The role of endogenous and exogenous variables in explaining children’s language skills and early book reading interest are discussed.  相似文献   

11.
This study tested the feasibility of an intervention designed to increase the frequency and quality of shared reading among low-income parents and their young, 2- and 3-year-old children. The program was based on an interactive reading method known to facilitate children's receptive and expressive language skills. Study participants were 61 children and their parents; they resided in 1 of 2 socioeconomically disadvantaged communities. Prior to the intervention, few parents reported frequent home reading, and most children's language skills were at or below that of others' their age. After the intervention, the frequency of home reading more than doubled, and significantly more parents reported their children enjoyed shared reading. This study demonstrates that relatively simple, inexpensive, community-based programs can change the home language and literacy activities of families with young children, including those most likely to begin school less "ready" than their middle-class peers.  相似文献   

12.
We examine the effects of family structures and processes on student achievement in Hong Kong. Specifically, we show that the negative effects of single parenthood in past studies are not universal. In Hong Kong, 4,405 15-year-old students completed a questionnaire, and tests in reading, mathematics and science. We analysed the data using multilevel models of Rasch test scores and Warm estimated indices of questionnaire items. In all subjects, the scores of children living with single parents did not differ significantly from those of children living with two parents. Moreover, students living with no parents had lower reading and science scores than other students, and this effect was mediated by lower family investment and involvement.  相似文献   

13.
Findings from an analysis of the reading performances of three reading-disabled children provide a tentative answer to the controversial issue whether reading-disabled children have a language comprehension deficit or not. Of the three reading-disabled children studied, two were poor in language comprehension but had much better word-reading skill. The third disabled reader had superior listening comprehension but was poor in word-reading skill. The two good word-readers appear to use two different strategies, viz., grapheme—sound association and whole word-pronunciation asssociation to pronounce the written word. It is concluded that pronunciation and comprehension skills are two dissociable components of the reading process and that they follow separate courses of development. Case studies presented in this paper suggest that these two components can be affected independent of each other resulting in different types of reading disabilities. It is concluded that answer to the question whether poor readers are also deficient in language comprehension depends on the type of disabled readers investigated even though educational experience and severity of the reading problem can act as confounding factors.
  相似文献   

14.
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing.  相似文献   

15.
Two studies are reported. The first investigated goals for reading with their children held by 294 parents in a cross-sectional sample from junior kindergarten through Grade 3, how these goals are related to parent beliefs about the development of literacy skills, and how these goals may differ across the primary years. The second examined how goals relate to parent behavior. From a different sample of 119 parents completing the same goal survey and observed in shared book reading, a subsample of 42 parents with contrasting goals was selected for analysis. Findings indicated 5 distinct parent goals for shared book reading—Stimulate Development, Foster Reading, Bond With Child, Soothe Child, and Enjoy Books—with the goals of enjoying books and bonding with the child rated the highest and equally highly at each grade. These were followed by fostering reading, stimulating their child's development, and lastly soothing their child. The goal of fostering reading was more highly rated by parents of Grade 1 children than by parents of children in any other grade. Only a modest relationship between goals and beliefs was found. Finally, parents who rated fostering reading high as a goal engaged in more print-referencing behaviors and echoed more reading than did parents with contrasting goal profiles.  相似文献   

16.
The risk for internalizing disorders in children with learning disabilities is frequently debated in the research community and empirical responses are equivocal. For educators and clinicians, the frequent assumption is that children with dyslexia also have at least subtle emotional problems. In this study, school-age children with reading problems and their siblings (N=79) were referred for neuropsychological evaluation. As part of the assessment process, parents, teachers, and the child were asked to rate the child’s level of internalizing symptoms on several behavior rating scales. Results from analyses of the data, using both discrepancy and reading cut scores for diagnosis of dyslexia, suggest that children with dyslexia are not at elevated risk for behaviors related to anxiety, depression, and somatization. Additionally, children at the lowest end of the reading distribution were no more likely to have significant internalizing symptoms than children with less impaired reading.  相似文献   

17.
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family’s reading history may not be available, a self-report of reading abilities is used to identify children’s background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Children who were starting to read were assessed in a variety of oral language, phonological, and literacy tasks at the beginning and end of the school year. Parents filled out a self-report questionnaire about their reading abilities. Their answers were used to assign children to good or poor reader parent groups (GRP vs PRP). A logistic and ROC analysis were used to assess the variables’ discriminative capability, considering literacy scores at the end of the year as a measure of reading achievement. GRP children obtained higher scores than PRP children did. Performance on tasks of rapid naming assessment (RAN) letters (78.6%), Word Reading (75.7%), and Deletion (75.6%) were the most accurate predictors of children’s reading achievement. IPRA showed slightly lower accuracy (73.8) than did the behavioral measures and as high specificity as RAN letters (96.2%), similarly to the percentages found in previous studies. Although behavioral measures were shown as the best predictors, parents’ self-reports could also provide a quick estimation of family risk of difficulties in literacy acquisition.  相似文献   

18.
Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring.  相似文献   

19.
Verbal aggression by parents and psychosocial problems of children   总被引：3，自引：0，他引：3  
Analyses of data on a nationally representative sample of 3,346 American parents with a child under 18 living at home found that 63% reported one or more instances of verbal aggression, such as swearing and insulting the child. Children who experienced frequent verbal aggression from parents (as measured by the Conflict Tactic Scales) exhibited higher rates of physical aggression, delinquency, and interpersonal problems than other children. This relationship is robust since it applies to preschool-, elementary school-, and high school-age children, to both boys and girls, and to children who were also physically punished as well as those who were not. Children who experienced both verbal aggression and severe physical violence exhibited the highest rates of aggression, delinquency, and interpersonal problems.  相似文献   

20.
Cluster analysis was employed to identify subtypes of reading disability in a sample of 140 reading-disabled children using factor scores obtained from a battery of psychometric tests. Preliminary results suggested the existence of three subtypes, but closer scrutiny of the data indicated that individual differences are more accurately characterized by continuity in the measurement space. This result demonstrates the need for detailed validation of findings from applications of cluster analysis. Despite the absence of homogeneous subtypes, the characterization of individual strengths and weaknesses on psychometric measures may nonetheless be important for diagnosis and remediation in the educational setting.Behavioral Research Institute  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号