一针及时…:比较晚发现,晚出现和早发现的阅读障碍

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-05-18 DOI:10.1002/dys.1712
Elise H. de Bree, Madelon van den Boer, Boukje M. Toering, Peter F. de Jong
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引用次数: 0

摘要

当阅读障碍诊断较晚时,问题是这是由于晚出现(LE)还是晚发现(LI)的问题。在随机选择的阅读障碍诊断病例档案中,我们区分了早期诊断(1-3级,n = 116)和晚期诊断(4-6级)的阅读障碍。晚期诊断文件分为LE (n = 54)和LI阅读障碍(n = 45)。LE组由国家课程扫盲结果不支持1-2年级阅读障碍诊断的儿童组成;LI组的孩子,他们的读写能力有所提高,但他们在三年级后被转介进行诊断性评估。在诊断时,在单词水平读写能力测试中表现不佳的百分比在两组之间通常没有差异。只有低水平组比早期诊断组和低水平组在一些单词阅读测试中表现不佳。所有组都表现出相似的语音困难分布。在任何一个晚期诊断组中,没有迹象表明在词汇、记忆或智商方面有补偿。我们以诊断为基础的研究证实并扩展了先前对LE阅读障碍的研究。此外,该研究还表明了LI阅读障碍的存在,这可以看作是教学伤亡的存在。研究结果涉及识别、诊断和补偿问题,并呼吁进一步努力提高对阅读障碍的早期识别。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A stitch in time…: Comparing late-identified, late-emerging and early-identified dyslexia

When dyslexia is diagnosed late, the question is whether this is due to late-emerging (LE) or late-identified (LI) problems. In a random selection of dyslexia-diagnosis case files we distinguished early-diagnosed (Grade 1–3, n = 116) and late-diagnosed (Grade 4–6) dyslexia. The late-diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose national-curriculum literacy outcomes did not warrant referral for dyslexia diagnosis in Grades 1–2; the LI group of children whose literacy outcomes did, but who were referred for diagnostic assessment after Grade 3. At the time of diagnosis, the percentage of poor performers on word-level literacy measures generally did not differ between the groups. Only the LE group contained fewer poor performers than the early-diagnosed and LI group on some word-reading measures. All groups showed similar distributions of phonological difficulties. There were no indications of compensation through vocabulary, memory or IQ in either late-diagnosed group. Our diagnosis-based study confirms and extends previous research-based studies on LE dyslexia. Moreover, it shows that LI dyslexia exists, which can be regarded as the existence of instructional casualties. The findings speak to issues of identification, diagnosis and compensation and call for further efforts to improve the early identification of dyslexia.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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