Department of Special Education, The University of Texas at Austin, United States of America.
Department of Educational Psychology, The University of Texas at Austin.
J Sch Psychol. 2020 Apr;79:43-62. doi: 10.1016/j.jsp.2020.01.003. Epub 2020 Apr 9.
Fluency with skills that operate below the word level (i.e., sublexical), such as phonemic awareness and alphabetic knowledge, may ease the acquisition of decoding skills (Ritchey & Speece, 2006). Measures of sublexical fluency such as phoneme segmentation fluency (PSF), letter naming fluency (LNF), and letter sound fluency (LSF) are widely available for monitoring kindergarten reading progress, but less is known about the relative importance of growth in each skill across the early months of formal reading instruction and their relation to subsequent decoding acquisition. With a sample of kindergarten students at risk for reading difficulties, this study investigated the extent to which initial status and growth in PSF, LNF, and LSF, administered on a progress-monitoring basis during the fall of kindergarten, were differentially predictive of word reading fluency skills at mid-year and growth across the second half the school year. We used two different fluency-based progress monitoring measures of word reading across the spring, one consisting entirely of phonetically regular consonant-vowel-consonant words, and the other that included phonetically regular and irregular words that varied in length. Results indicated that although initial status and fall growth in all sublexical fluency measures were positively associated with subsequent word reading, LSF across the fall of kindergarten was the strongest overall predictor of mid-year level and growth on both word reading measures, and unique in its prediction over the effects of LNF and PSF. Results underscore the importance of letter-sound knowledge for word reading development, and provide additional evidence for LSF as a key index of progress for at-risk learners across the early months of formal reading instruction.
在低于单词水平的技能（例如音素意识和字母知识）方面的流利程度，可能会减轻解码技能的习得难度（Ritchey & Speece, 2006）。亚词汇流畅性的衡量标准，如音素分割流畅性（PSF）、字母命名流畅性（LNF）和字母发音流畅性（LSF），广泛用于监测幼儿园阅读进展，但对于在正式阅读教学的早期几个月中，每种技能的增长相对重要性以及它们与后续解码习得的关系，了解较少。本研究以有阅读困难风险的幼儿园学生为样本，调查了在幼儿园秋季以进度监测为基础进行的 PSF、LNF 和 LSF 的初始状态和增长程度，在多大程度上可以预测中期的单词阅读流畅性技能以及整个下半年的增长。我们在春季使用了两种不同的基于流畅性的单词阅读进度监测方法，一种完全由符合读音规则的辅音-元音-辅音单词组成，另一种则包括读音规则和不规则的单词，长度不一。结果表明，尽管所有亚词汇流畅性衡量标准的初始状态和秋季的增长都与随后的单词阅读能力呈正相关，但幼儿园秋季的 LSF 是预测中期水平和两种单词阅读测量增长的最强指标，而且在预测 LNF 和 PSF 效果方面具有独特性。研究结果强调了字母发音知识对于单词阅读发展的重要性，并为 LSF 作为正式阅读教学早期阶段有风险学习者的进展关键指标提供了额外证据。
