Sucena Ana, Marques Cátia, Silva Ana Filipa, Garrido Cristina, Pimenta Rui
Research and Intervention Reading Centre, Polytechnic Institute of Porto, Porto, Portugal.
Front Psychol. 2020 Jun 3;11:1165. doi: 10.3389/fpsyg.2020.01165. eCollection 2020.
The controversy around the effect of academic redshirting on reading acquisition continues receiving attention in the international literature. However, few studies are known with non-English speaking children. In this study we intend to understand this phenomenon with 698 Portuguese speaking first graders, 360 girls (51.6%), aged between 5 years old and 8 months and 7 years old and 6 months ( = 6.3 months, = 3.9 months). Reading acquisition precursors were assessed namely phonemic awareness and letter-sound knowledge. Results reveal that 5.9% of first graders are redshirted. Clusters analysis indicated two clusters per variable. Cluster 1 with low phonemic awareness and letter-sound knowledge and low socioeconomic status, cluster 2 with high phonemic awareness and letter-sound knowledge and medium-high socioeconomic status. The cluster results suggest a prevalence of 24.5% children at risk of having learning difficulties. The MANOVA indicated that only socioeconomic status has an effect on phonemic awareness and letter-sound knowledge, with children from medium-high level presenting higher results. It is concluded that redshirting did not bring additional advantages for reading acquisition success. Implications about the importance of education in order to lessen those differences, as well as prevent difficulties are presented.
围绕学业延迟入学对阅读习得的影响的争议在国际文献中持续受到关注。然而，针对非英语母语儿童的相关研究却很少。在本研究中，我们旨在通过698名说葡萄牙语的一年级学生来了解这一现象，其中有360名女孩（占51.6%），年龄在5岁8个月至7岁6个月之间（平均年龄 = 6岁3个月，标准差 = 3.9个月）。我们评估了阅读习得的前期指标，即音素意识和字母发音知识。结果显示，5.9%的一年级学生存在学业延迟入学的情况。聚类分析表明，每个变量都有两个聚类。聚类1的学生音素意识和字母发音知识水平较低，社会经济地位也较低；聚类2的学生音素意识和字母发音知识水平较高，社会经济地位为中高水平。聚类结果表明，有24.5%的儿童存在学习困难风险。多变量方差分析表明，只有社会经济地位对音素意识和字母发音知识有影响，中高水平的儿童表现出更高的成绩。研究得出结论，学业延迟入学并没有给阅读习得成功带来额外优势。本文还阐述了教育对于缩小这些差异以及预防困难的重要性。
