Piasta Shayne B, Petscher Yaacov, Justice Laura M
The Ohio State University, Florida State University.
J Educ Psychol. 2012 Nov;104(4):954-958. doi: 10.1037/a0027757.
Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy achievement on 3 standardized measures was assessed at the end of 1st grade. Diagnostic indices (sensitivity, specificity, and negative and positive predictive power) were generated to examine the extent to which attainment of various preschool letter-naming benchmarks was associated with later risk for literacy difficulties. Results indicated generally high negative predictive power for benchmarks requiring children to know 10 or more letter names by the end of preschool. Balancing across all diagnostic indices, optimal benchmarks of 18 uppercase and 15 lowercase letter names were identified. These findings are discussed in terms of educational implications, limitations, and future directions.
对当前联邦和州标准的审查表明，对于学前儿童字母名称学习的适当目标（通常称为基准），几乎没有达成共识，也缺乏实证依据。本研究使用一个由371名就读于公立资助幼儿园的儿童组成的纵向数据库，调查了各种字母命名基准的诊断效率。在幼儿园结束时评估了儿童的大写和小写字母命名能力，并在一年级结束时评估了他们在3项标准化测量中的读写成绩。生成了诊断指标（敏感性、特异性以及阴性和阳性预测能力），以检验达到各种学前字母命名基准与后期读写困难风险之间的关联程度。结果表明，对于要求儿童在幼儿园结束时认识10个或更多字母名称的基准，其阴性预测能力普遍较高。综合所有诊断指标，确定了18个大写字母名称和15个小写字母名称的最佳基准。将从教育意义、局限性和未来方向等方面对这些发现进行讨论。
