University of Oregon, Center on Teaching and Learning, Eugene, OR 97403, USA.
Psicothema. 2010 Nov;22(4):955-62.
This study analyzes the effect of initial status and growth in Spanish pseudoword reading in kindergarten and first grade on reading comprehension in Spanish at the end of first grade. One hundred and sixty-eight Spanish-speaking English learners who were learning to read in Spanish and English in the United States participated in the study. Results of hierarchical linear modeling indicate that students grew, on average, by 95 letter-sounds in Spanish from the middle of kindergarten to the end of first grade. Structural equation modeling indicated that 53% of the variance in Spanish reading comprehension at the end of first grade was explained by Spanish initial status on pseudoword reading, Spanish kindergarten overall reading performance, and growth in Spanish pseudoword reading. Findings are important in a Response to Intervention approach where screening and progress monitoring of pseudoword reading helps educators determine the level of support beginning readers need to acquire the alphabetic principle, an important skill that contributes substantially to Spanish reading comprehension.
本研究分析了幼儿园和一年级时西班牙伪词阅读的初始水平和增长对一年级末西班牙语阅读理解的影响。168 名在美国以西班牙语和英语学习阅读的西班牙语英语学习者参与了这项研究。分层线性建模的结果表明，学生在幼儿园中期到一年级末平均在西班牙语中增长了 95 个字母-发音。结构方程模型表明，一年级末西班牙语阅读理解的 53%差异可由伪词阅读的西班牙语初始水平、西班牙幼儿园整体阅读表现和西班牙语伪词阅读的增长来解释。这些发现对于干预反应方法很重要，在这种方法中，伪词阅读的筛选和进展监测可以帮助教育者确定初学者需要获得字母原理的支持程度，这是对西班牙语阅读理解有重要贡献的一项重要技能。
