University of Amsterdam, Netherlands.
J Learn Disabil. 2010 May-Jun;43(3):212-28. doi: 10.1177/0022219409345015. Epub 2009 Dec 23.
The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third graders whose reading scores were below the 10th percentile in comparison with the normative group. Degree of responsiveness was determined by comparison of a pre- and posttest measure of word reading fluency with a 6-month interval. At posttest, 38% of the children had improved their reading scores above the 10th percentile. Maintenance scores revealed no significant growth on average, confirming that word reading fluency skills of poor readers are hard to remediate. Except rapid digit naming, none of the measures predicted responsiveness after controlling for the autoregressive effect of initial performance on fluency of word reading. A large part of the variance remained unexplained, supporting the advantage of a response-to-intervention approach above traditional psychometric testing to identify severe reading disabilities.
本研究旨在探讨快速数字命名、语音记忆、字母发音命名和正字法知识对预测 122 名荷兰二、三年级学生（与常模组相比，阅读成绩低于第 10 百分位）对基于学校的个体阅读流畅性问题干预的反应性的贡献。反应性程度通过比较阅读流畅性的前测和后测与 6 个月的间隔来确定。在后测中，38%的儿童的阅读成绩提高到了第 10 百分位以上。维持分数平均没有显著增长，这证实了阅读困难儿童的阅读流畅性技能很难得到补救。除了快速数字命名，在控制初始表现对阅读流畅性的自回归效应后，没有任何措施可以预测反应性。很大一部分方差仍然无法解释，这支持了反应式干预方法优于传统心理测试来识别严重阅读障碍的优势。
