University of Pittsburgh, Pittsburgh, PA 15206, USA.
J Learn Disabil. 2010 Jul-Aug;43(4):332-45. doi: 10.1177/0022219410369067. Epub 2010 May 12.
Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine kindergarten predictors of early versus later reading comprehension impairments. Participants included 433 children involved in a longitudinal study of language and reading development. The kindergarten test battery assessed various language skills in addition to phonological awareness, alphabet knowledge, naming speed, and nonverbal cognitive ability. Reading comprehension was assessed in second and eighth grades. Results indicated that different combinations of variables were required to optimally predict second versus eighth grade reading impairments. Although some variables effectively predicted reading impairments in both grades, their relative contributions shifted over time. These results are discussed in light of the changing nature of reading comprehension over time. Further research will help to improve the early identification of later reading disabilities.
多项研究表明，幼儿园阶段的语音意识和字母知识水平是预测小学阶段阅读成绩的重要指标。然而，对于后续阅读成绩的早期预测指标，人们的关注较少。本研究采用改进的最佳子集变量选择技术，探讨了幼儿园阶段预测早期和后期阅读理解障碍的指标。参与者包括 433 名参与语言和阅读发展纵向研究的儿童。幼儿园测试组合评估了除语音意识、字母知识、命名速度和非语言认知能力外的各种语言技能。阅读理解在二年级和八年级进行评估。结果表明，为了最佳地预测二年级和八年级的阅读障碍，需要不同的变量组合。虽然某些变量可以有效地预测两个年级的阅读障碍，但它们的相对贡献随着时间的推移而发生变化。本文根据阅读理解随时间变化的性质，对这些结果进行了讨论。进一步的研究将有助于提高对后期阅读障碍的早期识别。
