van Setten Ellie R H, Hakvoort Britt E, van der Leij Aryan, Maurits Natasha M, Maassen Ben A M
Center for Language and Cognition Groningen (CLCG), Faculty of Arts, University of Groningen, Oude Kijk in 't Jatstraat 26, 9712 EK, Groningen, the Netherlands.
Research School of Behavioural and Cognitive Neurosciences (BCN), University Medical Center Groningen, University of Groningen, Groningen, the Netherlands.
Ann Dyslexia. 2018 Oct;68(3):181-202. doi: 10.1007/s11881-018-0162-1. Epub 2018 Jul 11.
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria.
本研究调查了三年级阅读流畅性、诵读困难家族风险（FR）以及三年级阅读相关技能：快速自动命名（RAN）、语音意识（PA）和词汇量，是否能够预测六年级的阅读成绩、阅读流畅性和阅读理解能力。在一个由150名儿童组成的样本中（其中83名儿童的父母患有诵读困难症），进行了相关性和回归分析。以连续量表测量的FR本身与所有结果相关。然而，除了三年级阅读流畅性之外，FR并不能解释任何方差。三年级阅读流畅性强烈预测六年级阅读流畅性，并且也与阅读理解相关。RAN改善了对六年级阅读流畅性的预测，尽管额外解释的方差很小。词汇量和PA完全解释了三年级阅读流畅性在六年级阅读理解中所解释的方差。词汇量解释了六年级阅读理解中相当大一部分方差，使其成为一个有趣的临床靶点。由于我们使用了阅读流畅性和FR的连续测量方法，我们的研究结果不会受到不同诊断标准的影响。
