Speece Deborah L, Ritchey Kristen D, Silverman Rebecca, Schatschneider Christopher, Walker Caroline Y, Andrusik Katryna N
University of Maryland.
School Psych Rev. 2010 Jun;39(2):258-276.
The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.
本研究的目的是识别和评估一种适用于小学高年级学生的通用阅读筛查组合，该组合适用于回应干预模式。对230名四年级儿童进行了多种阅读及阅读相关指标的测量。教师对儿童的阅读技能、学业能力和注意力进行了评分。根据反映阅读理解、单词识别/解码和单词流畅性的三因素模型，将儿童分为非风险读者或风险读者。阅读状态的预测因素包括团体施测的阅读理解测试、默读单词流畅性测试以及教师对阅读问题的评分。纳入个别施测的测试和成长估计并没有增加显著的方差。接受者操作特征曲线分析得出曲线下面积指数为0.90，表明该模型可能既能准确又能高效地筛查出有阅读问题的小学高年级学生。
