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首页> 外文期刊>Journal of speech, language, and hearing research: JSLHR >Conversational language use as a predictor of early reading development: language history as a moderating variable.
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Conversational language use as a predictor of early reading development: language history as a moderating variable.

机译：会话语言可作为早期阅读发展的预测指标：语言历史可作为调节变量。

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摘要

PURPOSE: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. METHOD: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. RESULTS: In the concurrent prediction of children's early reading abilities, a significant interaction emerged between children's conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. CONCLUSIONS: Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties.
机译：目的：本研究探讨了在学龄早期对话语言使用与阅读发展之间同时和预测性关联的性质。方法：通过表型相关性和探索性潜在因素的多层次模型，研究了西部储备阅读项目中380名双胞胎的语言和阅读数据。结果：在同时预测儿童的早期阅读能力时，儿童的会话语言能力和他们所报告的语言困难历史之间出现了显着的相互作用。具体而言，会话语言同时预测了超出差异的阅读发展，这是正规词汇量得分的原因，但仅适用于有语言障碍史的儿童。一年后的阅读技巧预测中也出现了类似的趋势，但是这种相互作用在统计学上并不显着。结论：研究结果表明，口头语言与早期阅读之间的联系比通常提出的更为细微的看法。一种可能性是，在完成与早期阅读有关的任务时，有无语言障碍史的儿童会依赖于不同的技能或不同程度的相同技能。未来的研究应该检查会话语言和早期阅读之间的因果关系，特别是对于有语言障碍史的儿童。

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