Phonological Awareness and Rapid Automatized Naming: The Mediating Effect of Word Reading and Spelling in Children with Developmental Dyslexia, Attention Deficit Hyperactivity Disorder, and Mild Intellectual Disability.

IF 1.1 4区医学 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Folia Phoniatrica et Logopaedica Pub Date : 2024-01-01 Epub Date: 2023-06-16 DOI:10.1159/000531221

Mohammed Methry Alhwaiti

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引用次数: 0

Abstract

Introduction: In learning to read, children learn to integrate orthographic, phonological, and semantic codes into highly specified and redundant lexical representations. The aim is to test a proposed model for the relationship between phonological awareness (PA) and rapid automatized naming (RAN) as mediated by word reading (WR) and spelling (SP) in children with developmental dyslexia (DD), attention deficit hyperactivity disorder (ADHD), and mild intellectual disability (ID).

Methods: The relation between PA and RAN was found to be mediated by WR and SP in children with DD, ADHD, and mild ID. Three groups of children were included: DD children (N = 70), ADHD children (N = 68), and ID children (N = 69). This is a quantitative correlational, cross-sectional study investigating the strength and direction of relationships among proposed variables.

Results: The relation between PA and RAN was found to be mediated by WR and SP. Based on their correlation analysis, the researcher concluded that there are significant correlations between PA, RAN, WR, and SP. PA correlates positively with RAN and SP. RAN correlates positively with WR and SP.

Conclusion: The study extended our knowledge of the relationship between PA and RAN as mediated by WR and SP in children with DD, ADHD, and mild ID. In practice, this is conducive to promote the utilization of "PA" and "RAN" so as to improve the early literacy skills (WR and SP) among children with DD, ADHD, and mild ID.

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语音意识和快速自动命名：发育性阅读障碍、注意力缺陷多动障碍和轻度智障儿童的单词阅读和拼写的中介效应。

简介在学习阅读的过程中，儿童学会将正字法、语音和语义编码整合为高度特定和冗余的词汇表征。本研究的目的是测试在发育性阅读障碍（DD）、注意缺陷多动障碍（ADHD）和轻度智力障碍（ID）儿童中，由单词阅读（WR）和拼写（SP）介导的语音意识（PA）和快速自动命名（RAN）之间的关系模型：方法：研究发现，在发育性阅读障碍（DD）、注意力缺陷多动障碍（ADHD）和轻度智障（ID）儿童中，PA 和 RAN 之间的关系受 WR 和 SP 的调节。研究包括三组儿童：DD儿童（70人）、ADHD儿童（68人）和ID儿童（69人）。这是一项定量相关性横断面研究，旨在调查拟议变量之间关系的强度和方向：结果：发现 PA 和 RAN 之间的关系由 WR 和 SP 介导。根据相关分析，研究人员得出结论：PA、RAN、WR 和 SP 之间存在显著相关。PA 与 RAN 和 SP 呈正相关。RAN 与 WR 和 SP 呈正相关：本研究扩展了我们对有残疾、多动症和轻度智障的儿童的 PA 与 RAN 之间的关系的认识，这种关系以 WR 和 SP 为中介。在实践中，这有利于促进 "PA "和 "RAN "的利用，从而提高残疾儿童、多动症儿童和轻度智障儿童的早期识字能力（WR和SP）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Folia Phoniatrica et Logopaedica AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-OTORHINOLARYNGOLOGY

CiteScore

2.30

自引率

10.00%

发文量

审稿时长

>12 weeks

期刊介绍： Published since 1947, ''Folia Phoniatrica et Logopaedica'' provides a forum for international research on the anatomy, physiology, and pathology of structures of the speech, language, and hearing mechanisms. Original papers published in this journal report new findings on basic function, assessment, management, and test development in communication sciences and disorders, as well as experiments designed to test specific theories of speech, language, and hearing function. Review papers of high quality are also welcomed.