ABSTRACT

This study examined whether strong cognitive skills (i.e. vocabulary, rapid naming, verbal working memory [VWM], and processing speed [PS]) contributed to resilience in single-word reading skills in children at risk for reading difficulties because of low phonological awareness scores (PA). Promotive factors were identified by main effects and protective factors through PA x cognition interactions. This study included 1,807 children ages 8–16. As predicted, all cognitive skills were significantly related to reading, consistent with promotive effects. A significant, but small effect PA x vocabulary interaction (R² change = .002, p = .00038) was detected but its form was not consistent with a classic protective effect. Rather, the PA x vocabulary interaction was consistent with a “skill-enhancement” pattern, such that children with strong PA and vocabulary skills had better than expected reading. This study provides a framework for reading resilience research and directs attention to promotive mechanisms underlying reading success.

摘要

本研究探讨了对于因语音意识得分较低而面临阅读困难风险的儿童，强大的认知技能（即词汇、快速命名、言语工作记忆 [VWM] 和处理速度 [PS]）是否有助于提高单词阅读技能的恢复力（宾夕法尼亚州）。通过 PA x 认知相互作用，通过主效应和保护因素来确定促进因素。这项研究包括 1,807 名 8 至 16 岁的儿童。正如预测的那样，所有认知技能都与阅读显着相关，这与促进作用一致。检测到显着但影响较小的 PA x 词汇交互作用（R ²变化 = .002，p = .00038），但其形式与经典保护作用不一致。相反，PA x 词汇交互与“技能增强”模式一致，因此具有较强 PA 和词汇技能的孩子的阅读效果比预期更好。这项研究为阅读弹性研究提供了一个框架，并将注意力集中在阅读成功背后的促进机制上。