Abstract：
UNASSIGNED: Little is known about the literacy skills of children with childhood apraxia of speech (CAS) or effective methods for teaching them to read. This systematic scoping review aimed to synthesise what is known about this issue.
UNASSIGNED: Nine databases were searched to identify relevant articles. Included articles were categorised by study design, quality, and confidence of CAS diagnosis.
UNASSIGNED: Twenty-three articles were included, 17 described literacy skills of children with CAS and six trialled literacy interventions. Children with CAS had early skills deficits that manifest as literacy difficulties in the later school years and beyond. They frequently had poorer outcomes compared with both typical readers and children with other speech disorders. Both the extent of literacy impairment and responsiveness to intervention appear to be related to the severity of speech impairment. Four literacy interventions for children with CAS were identified.
UNASSIGNED: Children with CAS are at high risk of literacy difficulty and may require early literacy intervention to help them attain academic success. Further research is warranted to determine the longer-term literacy outcomes of children with CAS, appropriate means of assessment, and whether a systematic synthetic phonics approach is an effective form of literacy instruction for this population.
UNASSIGNED: Nine databases were searched to identify relevant articles. Included articles were categorised by study design, quality, and confidence of CAS diagnosis.
UNASSIGNED: Twenty-three articles were included, 17 described literacy skills of children with CAS and six trialled literacy interventions. Children with CAS had early skills deficits that manifest as literacy difficulties in the later school years and beyond. They frequently had poorer outcomes compared with both typical readers and children with other speech disorders. Both the extent of literacy impairment and responsiveness to intervention appear to be related to the severity of speech impairment. Four literacy interventions for children with CAS were identified.
UNASSIGNED: Children with CAS are at high risk of literacy difficulty and may require early literacy intervention to help them attain academic success. Further research is warranted to determine the longer-term literacy outcomes of children with CAS, appropriate means of assessment, and whether a systematic synthetic phonics approach is an effective form of literacy instruction for this population.
摘要：
■关于儿童期言语失用症（CAS）儿童的识字技能或教导他们阅读的有效方法知之甚少。这项系统的范围审查旨在综合有关此问题的知识。
■搜索了9个数据库以识别相关文章。包括的文章按研究设计分类，质量,和对CAS诊断的信心。
■包括23篇文章，17描述了患有CAS的儿童的识字技能和6种试用的识字干预措施。患有CAS的儿童有早期技能缺陷，在后来的学年及以后表现为识字困难。与典型的读者和患有其他言语障碍的儿童相比，他们的结果往往较差。识字障碍的程度和对干预的反应性似乎都与言语障碍的严重程度有关。确定了针对CAS儿童的四种扫盲干预措施。
患有CAS的儿童有识字困难的高风险，可能需要早期识字干预，以帮助他们取得学业成功。需要进一步的研究来确定患有CAS的儿童的长期识字结果，适当的评估手段，以及系统的综合拼音方法是否是该人群识字教学的有效形式。
■搜索了9个数据库以识别相关文章。包括的文章按研究设计分类，质量,和对CAS诊断的信心。
■包括23篇文章，17描述了患有CAS的儿童的识字技能和6种试用的识字干预措施。患有CAS的儿童有早期技能缺陷，在后来的学年及以后表现为识字困难。与典型的读者和患有其他言语障碍的儿童相比，他们的结果往往较差。识字障碍的程度和对干预的反应性似乎都与言语障碍的严重程度有关。确定了针对CAS儿童的四种扫盲干预措施。
患有CAS的儿童有识字困难的高风险，可能需要早期识字干预，以帮助他们取得学业成功。需要进一步的研究来确定患有CAS的儿童的长期识字结果，适当的评估手段，以及系统的综合拼音方法是否是该人群识字教学的有效形式。
