PDF(Pubmed)
Abstract：
BACKGROUND: In children with intellectual disability (ID), the acquisition of reading skills constitutes a basic step towards the possibility of independent living, social inclusion and participation.
METHODS: We carried out a narrative review of the literature on reading fluency and accuracy of individuals with ID resulting from different genetic syndromes (Fragile X, Williams, Velocardiofacial, Prader-Willi, and Down syndrome). Our aim was to define their reading profiles in light of the dual-route reading model. For this purpose, studies that examined both word and non-word reading in children with ID were included in the analysis.
RESULTS: Seventeen studies emerged based on the selection criteria. The results were different depending on the control group used. A deficit in reading non-words emerged in studies that used the reading-level match design but not when standardized scores were used, when controls were age-matched or when a mental age matching was used. Thus, a deficit in reading non-words emerged only in studies that used the reading-level match design. However, severe methodological criticisms were recently raised about the use of this matching design.
CONCLUSIONS: In view of the methodological problems in using grade equivalents, it is premature to draw definite conclusions about the reading profile of children with ID resulting from different genetic syndromes. In any case, the reviewed evidence provides little support for the idea that children with ID have selective difficulty in phonological reading. Thus, the reading profile of children with ID remains an open question that needs to be investigated by means of methodologically sound research.
METHODS: We carried out a narrative review of the literature on reading fluency and accuracy of individuals with ID resulting from different genetic syndromes (Fragile X, Williams, Velocardiofacial, Prader-Willi, and Down syndrome). Our aim was to define their reading profiles in light of the dual-route reading model. For this purpose, studies that examined both word and non-word reading in children with ID were included in the analysis.
RESULTS: Seventeen studies emerged based on the selection criteria. The results were different depending on the control group used. A deficit in reading non-words emerged in studies that used the reading-level match design but not when standardized scores were used, when controls were age-matched or when a mental age matching was used. Thus, a deficit in reading non-words emerged only in studies that used the reading-level match design. However, severe methodological criticisms were recently raised about the use of this matching design.
CONCLUSIONS: In view of the methodological problems in using grade equivalents, it is premature to draw definite conclusions about the reading profile of children with ID resulting from different genetic syndromes. In any case, the reviewed evidence provides little support for the idea that children with ID have selective difficulty in phonological reading. Thus, the reading profile of children with ID remains an open question that needs to be investigated by means of methodologically sound research.
摘要：
背景：在有智力障碍（ID）的儿童中，阅读技能的获得构成了独立生活可能性的基本步骤，社会包容和参与。
方法：我们对由不同遗传综合征导致的ID个体的阅读流畅性和准确性的文献进行了叙述性综述（脆性X，威廉姆斯，心面,Prader-Willi,和唐氏综合症)。我们的目标是根据双路阅读模型定义他们的阅读配置文件。为此,分析中纳入了对ID儿童的单词和非单词阅读进行检查的研究。
结果：根据选择标准出现了17项研究。结果根据所使用的对照组而不同。在使用阅读水平匹配设计的研究中出现了阅读非单词的缺陷，但在使用标准化分数时没有出现，当对照组年龄匹配或使用心理年龄匹配时。因此，只有在使用阅读级别匹配设计的研究中，才出现阅读非单词的缺陷。然而,最近对这种匹配设计的使用提出了严厉的方法论批评。
结论：鉴于使用等值时的方法学问题，就不同遗传综合征导致的ID儿童的阅读状况得出明确的结论还为时过早。无论如何,审查的证据很少支持ID儿童在语音阅读方面有选择性困难的观点。因此，有身份证的儿童的阅读概况仍然是一个悬而未决的问题,需要通过方法合理的研究进行调查.
方法：我们对由不同遗传综合征导致的ID个体的阅读流畅性和准确性的文献进行了叙述性综述（脆性X，威廉姆斯，心面,Prader-Willi,和唐氏综合症)。我们的目标是根据双路阅读模型定义他们的阅读配置文件。为此,分析中纳入了对ID儿童的单词和非单词阅读进行检查的研究。
结果：根据选择标准出现了17项研究。结果根据所使用的对照组而不同。在使用阅读水平匹配设计的研究中出现了阅读非单词的缺陷，但在使用标准化分数时没有出现，当对照组年龄匹配或使用心理年龄匹配时。因此，只有在使用阅读级别匹配设计的研究中，才出现阅读非单词的缺陷。然而,最近对这种匹配设计的使用提出了严厉的方法论批评。
结论：鉴于使用等值时的方法学问题，就不同遗传综合征导致的ID儿童的阅读状况得出明确的结论还为时过早。无论如何,审查的证据很少支持ID儿童在语音阅读方面有选择性困难的观点。因此，有身份证的儿童的阅读概况仍然是一个悬而未决的问题,需要通过方法合理的研究进行调查.
