Hulslander Jacqueline, Olson Richard K, Willcutt Erik G, Wadsworth Sally J
University of Colorado at Boulder.
Sci Stud Read. 2010 Mar 1;14(2):111-136. doi: 10.1080/10888431003604058.
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children.
在控制了相关阅读技能的自回归效应预测因素后，根据324名平均年龄为10岁儿童的阅读相关技能（音素意识、语音解码、快速命名和智商），预测了他们在平均年龄为16岁时的单词识别、拼写和阅读理解方面的个体差异。所有四项阅读相关技能都存在显著且纵向稳定的个体差异，这些差异独立于每项阅读和拼写技能。然而，阅读技能唯一显著的纵向预测因素是平均年龄10岁时的智商对平均年龄16岁时阅读理解的预测。单词识别（.98）和拼写（.95）方面个体差异的极高纵向潜在特质稳定性相关性，使得阅读相关技能能够预测的独立结果方差很小。我们讨论了这些结果的实际和理论重要性，以及它们与年幼儿童研究结果不同的原因。
