Gellert Anna S, Elbro Carsten
Centre for Reading Research, Department of Nordic Studies and Linguistics, University of Copenhagen, Emil Holms Kanal 2, DK-2300, Copenhagen S, Denmark.
Ann Dyslexia. 2018 Jul;68(2):126-144. doi: 10.1007/s11881-018-0159-9. Epub 2018 Jun 5.
The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with traditional predictors of reading. Similarly, a parallel version of the dynamic test was administered to the same children after a few months of formal reading instruction. At the end of grade 2, the children were assessed on outcome measures of reading and categorized as having disabilities with either accuracy or fluency measures. Administered before as well as after the onset of formal reading instruction, the dynamic test of decoding contributed uniquely to the prediction of difficulties with reading accuracy at the end of grade 2 after control for traditional predictors of reading. Difficulties with reading fluency were also predicted by the dynamic decoding test, but the unique prediction value was more limited. This study showed that a dynamic assessment of decoding can be a useful addition to traditional test batteries for early identification of children at risk for reading disabilities. Even when taken before formal reading instruction, a combination of the dynamic assessment and two traditional measures (letter knowledge and rapid automatized naming) yielded a very high prediction accuracy of reading difficulties at the end of grade 2.
本研究考察了一种解码动态测试的预测效度，在该测试中，参与者要学习三个新字母，并学习如何将相应的字母发音合成新单词。在正式阅读教学开始前，对158名幼儿园儿童进行了该动态测试的一个版本，同时还进行了传统的阅读预测指标测试。同样，在几个月的正式阅读教学后，对这些儿童进行了该动态测试的一个平行版本。在二年级末，对儿童的阅读结果指标进行评估，并根据准确性或流畅性指标将他们归类为有阅读障碍。解码动态测试在正式阅读教学开始之前和之后都进行了，在控制了传统阅读预测指标后，它对预测二年级末的阅读准确性困难有独特的贡献。解码动态测试也能预测阅读流畅性方面的困难，但其独特的预测价值较为有限。这项研究表明，解码动态评估可以作为传统测试组合的有益补充，用于早期识别有阅读障碍风险的儿童。即使在正式阅读教学之前进行，动态评估与两项传统指标（字母知识和快速自动命名）相结合，也能在二年级末对阅读困难产生非常高的预测准确率。
