1 University of Texas at Austin, USA.
2 Texas A&M University, College Station, USA.
J Learn Disabil. 2018 Jan/Feb;51(1):85-104. doi: 10.1177/0022219416688171. Epub 2017 Jan 13.
Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students' reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.
虽然有几种方法可以经常监测早期阅读的进展，但很少有研究专门调查它们在与幼儿园学生频繁接触时的技术特性。在这项研究中，使用字母发音流畅度、音素分割流畅度、单词阅读流畅度、无意义单词流畅度、高度可解码段落和拼写，对接受阅读技能补充干预的大多数幼儿园学生（N=137）在 2 月至 5 月之间进行了每两周一次的监测。所有措施的可靠性都在可接受的范围内。使用潜在增长模型、潜在变化分数模型和根据年终成绩水平的斜率差异进行的斜率有效性分析表明，斜率与整体阅读技能的关系因测量方法而异。为幼儿园学生的阅读进展提供了一种建议的方法，包括字母发音流畅度和单词阅读技能的测量，以全面了解学生在重要年终阅读成果方面的成长情况。
