Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia
研究追踪237名荷兰儿童（含164名有阅读障碍家族风险者）从4岁到12岁，发现早期口语能力通过两条路径影响12岁时的阅读理解：一条经由前读写技能和单词解码，另一条经由后期语言能力；家族风险通过影响前读写技能、单词解码和阅读理解间接影响读写发展。
The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on seven occasions when children were between 4 and 12 years old. The relationship between early oral language ability and reading comprehension at the age of 12 years was mediated by preliteracy skills and word-decoding ability for the first pathway and by later language abilities for the second pathway. Family risk influenced literacy development through its subsequent relations with preliteracy skills, word decoding, and reading comprehension. Although performance on language measures was often lower for the family-risk group than for the no-family-risk group, family risk did not have a specific relation with either early or later oral language abilities.