Catts Hugh W, Fey Marc E, Zhang Xuyang, Tomblin J Bruce
University of Kansas, Lawrence.
University of Kansas Medical Center, Kansas City.
Lang Speech Hear Serv Sch. 2001 Jan 1;32(1):38-50. doi: 10.1044/0161-1461(2001/004).
Speech-language pathologists have the skills and knowledge needed to play an important role in the early identification of children who are at risk for reading difficulties. Whereas research has identified language and other factors that may be predictive of future reading problems, studies have not provided the statistical models and classification data needed for the implementation of early identification programs. In this paper, we report the results of a longitudinal study that examined kindergarten predictors of second-grade reading outcome.
Six hundred and four children were given a battery of language, early literacy, and nonverbal cognitive measures in kindergarten as part of an epidemiologic study of language impairments in children. Follow-up testing of reading achievement was completed in second grade. Participants were divided into those children with and without reading difficulties.
Findings indicated that five kindergarten variables (letter identification, sentence imitation, phonological awareness, rapid naming, and mother's education) uniquely predicted reading outcome in second grade.
A logistic regression formula and classification data based on these results are provided. Suggestions are offered concerning how this information could be used in an early identification and intervention program for children who are at risk for reading difficulties.
言语语言病理学家具备在早期识别有阅读困难风险儿童方面发挥重要作用所需的技能和知识。尽管研究已经确定了可能预测未来阅读问题的语言及其他因素，但相关研究尚未提供实施早期识别计划所需的统计模型和分类数据。在本文中，我们报告了一项纵向研究的结果，该研究考察了幼儿园阶段对二年级阅读成绩的预测因素。
作为一项关于儿童语言障碍的流行病学研究的一部分，604名儿童在幼儿园接受了一系列语言、早期读写能力和非语言认知测试。二年级时完成了阅读成绩的后续测试。参与者被分为有阅读困难和无阅读困难的儿童。
研究结果表明，五个幼儿园阶段的变量（字母识别、句子模仿、语音意识、快速命名和母亲的教育程度）能够唯一预测二年级的阅读成绩。
提供了基于这些结果的逻辑回归公式和分类数据。针对如何将这些信息用于有阅读困难风险儿童的早期识别和干预计划提出了建议。
