将跨学科语言学习研究转化为识别语言天赋和普通儿童及青少年的特殊学习障碍。

Journal of Behavioral and Brain Science Pub Date : 2017-06-01 Epub Date: 2017-06-16 DOI:10.4236/jbbs.2017.76017
Ruby Dawn Lyman, Elizabeth Sanders, Robert D Abbott, Virginia W Berninger
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引用次数: 0

摘要

目前的研究以先前的跨学科研究为基础,这些研究表明,认知能力(将认知转化为口头语言的言语能力)和多重工作记忆内表型(语言学习的遗传或大脑基础的行为标记)可预测有或没有书面语言特殊学习障碍(SLDs-WL)的学生的阅读和写作成绩。研究结果在很大程度上重复了之前的研究结果,即有阅读障碍的语言天赋者在阅读和写作成绩上的得分高于那些语言能力一般的学生,但在内在表型上却不尽相同。目前的研究对这一研究进行了扩展,在评估的言语能力保持不变的情况下,对有 SLDs-WL 的人和没有 SLDs-WL 的人进行了比较。在六项语言技能(口头造句、抄写最佳和最快笔迹、单个实词口头阅读准确性、口头假词阅读准确性和速度)和四项内显型(正字法和形态编码、正字法循环和注意力转换)方面,无SLDs-WL的言语天赋者(n = 14)的得分高于有SLDs-WL的言语天赋者(n = 27)。在四项语言技能(最佳和最快手写抄写、口语假词阅读准确率和速度)和两项内显型(正字法编码和正字法循环)上,无 SLDs-WL 的平均口头表达能力(n = 6)高于有 SLDs-WL 的平均口头表达能力(n = 22)。本文讨论了将跨学科研究成果转化为灵活的评估和教学定义的意义,以便为具有不同言语能力和语言学习能力的学生提供服务,并讨论了未来研究的方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth.

The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral markers of genetic or brain bases of language learning) predict reading and writing achievement in students with and without specific learning disabilities in written language (SLDs-WL). Results largely replicated prior findings that verbally gifted with dyslexia score higher on reading and writing achievement than those with average verbal ability but not on endophenotypes. The current study extended that research by comparing those with and without SLDs-WL with assessed verbal ability held constant. The verbally gifted without SLDs-WL (n = 14) scored higher than the verbally gifted with SLDs-WL (n = 27) on six language skills (oral sentence construction, best and fastest handwriting in copying, single real word oral reading accuracy, oral pseudoword reading accuracy and rate) and four endophenotypes (orthographic and morphological coding, orthographic loop, and switching attention). The verbally average without SLDs-WL (n = 6) scored higher than the verbally average with SLDs-WL (n = 22) on four language skills (best and fastest handwriting in copying, oral pseudoword reading accuracy and rate) and two endophenotypes (orthographic coding and orthographic loop). Implications of results for translating interdisciplinary research into flexible definitions for assessment and instruction to serve students with varying verbal abilities and language learning and endophenotype profiles are discussed along with directions for future research.

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