Purpose The aims of this study were (a) to examine the relationship between speech intelligibility at the age of 5 years and literacy skills at the age of 8 years, (b) to explore the possible mediating or moderating role of broader language skills at 5 years in the relationship of interest, and (c) to assess whether the potential risk factors (child gender; maternal education levels; and family history of speech, language, reading, and writing difficulties) influence the relationship between speech intelligibility and literacy in terms of moderated mediation effects. Method We used mother-reported questionnaire data on 16,184 children participating in the population-based, prospective Norwegian Mother, Father and Child Cohort Study as well as conducted linear regression analyses using the PROCESS macro in SPSS. In addition, logistic regression was conducted to make predictions about risk. Results The association between speech intelligibility at 5 years and literacy skills at 8 years was statistically significant (β = .168, p < .001). Children with speech problems at 5 years had a risk ratio of 2.38 (95% CI [2.10, 2.70]) and an odds ratio of 2.74 (95% CI [2.35, 3.19]), as compared to children without such problems. Broader language skills at 5 years partially mediated the relationship between speech intelligibility at 5 years and literacy at 8 years, and the effect of language skills appeared to be moderated by child gender, a family history of language difficulties, a family history of reading difficulties, and maternal education. Conclusions Severity of speech problems indexed by parent-reported speech intelligibility in preschool predicted school-age literacy problems. Broader language skills are a crucial mediating mechanism through which these problems are linked, and the mediated relationship is amplified by female gender, low maternal education, family history of language difficulties, and family history of reading difficulties. The findings call for increased use of a multiple-risk model when planning early interventions in children with unclear speech.

中文翻译：

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学前言语清晰度和 8 岁读写能力：有调节的中介分析

目的本研究的目的是 (a) 检查 5 岁时的言语清晰度与 8 岁时的读写技能之间的关系，(b) 探索 5 岁时更广泛的语言技能可能发挥的中介或调节作用(c) 评估潜在的风险因素（儿童性别、母亲受教育程度、言语、语言、阅读和写作困难的家族史）是否影响言语清晰度和读写能力之间的关系：调节的中介效应。 方法我们使用了参与基于人群的前瞻性挪威母亲、父亲和儿童队列研究的 16,184 名儿童的母亲报告的问卷数据，并使用 SPSS 中的 PROCESS 宏进行了线性回归分析。此外，还进行了逻辑回归来预测风险。 结果5 岁时言语清晰度与 8 岁时读写技能之间的关联具有统计学显着性（β = .168，p< .001)。与没有此类问题的儿童相比，5 岁时出现言语问题的儿童的风险比为 2.38 (95% CI [2.10, 2.70])，比值比为 2.74 (95% CI [2.35, 3.19])。5岁时更广泛的语言技能部分调节了5岁时的言语清晰度和8岁时的读写能力之间的关系，并且语言技能的影响似乎受到儿童性别、语言困难家族史、阅读困难家族史的调节。和母亲教育。 结论以家长报告的学龄前言语清晰度为索引的言语问题严重程度可以预测学龄识字问题。更广泛的语言技能是将这些问题联系起来的重要中介机制，而女性、母亲受教育程度低、语言困难家族史和阅读困难家族史则放大了这种中介关系。研究结果呼吁在计划对言语不清的儿童进行早期干预时增加使用多重风险模型。