迷失在翻译中:儿童癫痫的语音加工、语言和阅读的初步研究

IF 1.9 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Mind Brain and Education Pub Date : 2023-08-29 DOI:10.1111/mbe.12379

Katharine Bailey, Nancie Im‐Bolter

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引用次数: 0

摘要

癫痫患儿出现语言和阅读困难的风险增加。语音加工和语言是阅读成功的基础，但它们与癫痫儿童阅读成就的关系尚不清楚。我们评估了癫痫儿童(6 - 12岁)的语音处理、口语和阅读。n = 6)，语言问题(LP;n = 14)，典型发育(TD;N = 15)。与TD组相比，EP组和LP组在所有测试中的得分都较低，其中EP组在阅读理解方面得分最低。语音加工后癫痫诊断预测阅读解码。语言诊断和癫痫诊断预示着阅读理解。因此，癫痫儿童的阅读问题不能完全用他们的语音处理或语言缺陷来解释。进一步的研究考虑了其他认知过程对阅读的重要性(例如，执行功能)，这可能有助于我们了解他们的阅读成功。

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Lost in Translation: A Preliminary Examination of Phonological Processing, Language, and Reading in Childhood Epilepsy

ABSTRACT Children with epilepsy are at increased risk for language and reading difficulties. Phonological processing and language underlie reading success, yet their association with reading achievement in children with epilepsy is unknown. We assessed phonological processing, oral language, and reading in children (ages 6 to 12) with epilepsy (EP; n = 6), language problems (LP; n = 14), and typical development (TD; n = 15). The EP and LP group had lower scores on all measures compared with the TD group, with the EP group scoring the lowest on reading comprehension. Phonological processing followed by epilepsy diagnosis predicted reading decoding. Language followed by epilepsy diagnosis predicted reading comprehension. Thus, reading problems in children with epilepsy are not fully explained by their phonological processing or language deficits. Further research that considers other cognitive processes important for reading (e.g., executive function) in this population may help inform our understanding of their reading success.

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来源期刊

Mind Brain and Education Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education. The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.