Poulsen Mads, Nielsen Anne-Mette Veber, Juul Holger, Elbro Carsten
Department of Nordic Studies and Linguistics, University of Copenhagen, Copenhagen, Denmark.
Dyslexia. 2017 Aug;23(3):251-267. doi: 10.1002/dys.1560. Epub 2017 Jun 28.
Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2. Early screening included measures of phonemic awareness, rapid naming, letter knowledge, paired associate learning, and reading. Late screening included only reading. Results indicated that reading measures improved substantially as predictors over the first six months of Grade 1, to the point where late reading measures alone provided as much information as the early measures combined. In the light of these results and a less than perfect early screening accuracy, a new strategy for screening is introduced and discussed. The strategy proposes multi-point screening with gradually increasing sensitivity to strike a balance between manageable screening procedures and outcomes and early identification of students who are most likely in need of extra resources. Copyright © 2017 John Wiley & Sons, Ltd.
在正式开始阅读教学之前对阅读困难进行早期筛查是可取的，因为这能使干预措施针对阅读困难的预防而非补救。然而，早期筛查可能不够准确，无法有效地将资源分配给有需要的人。本研究比较了正式阅读教学开始前的早期筛查与入学第一年六个月后的晚期筛查的准确性。该研究跟踪了164名丹麦学生，从0年级末到2年级末。早期筛查包括音素意识、快速命名、字母知识、配对联想学习和阅读等测量。晚期筛查仅包括阅读。结果表明，在一年级的前六个月里，阅读测量作为预测指标有了显著改善，以至于仅晚期阅读测量所提供的信息就与早期测量的综合信息一样多。鉴于这些结果以及早期筛查准确性不尽人意的情况，本文引入并讨论了一种新的筛查策略。该策略建议进行多点筛查，逐步提高敏感性，以便在可管理的筛查程序和结果之间取得平衡，并尽早识别出最有可能需要额外资源的学生。版权所有© 2017约翰·威利父子有限公司。
