Department of Psychology, University of Otago.
Sch Psychol. 2020 Jul;35(4):243-254. doi: 10.1037/spq0000370.
This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound Fluency (LSF; Shinn & Shinn, 2002), with other early literacy and beginning reading skills assessed before and after progress monitoring. FSF and LSF growth trajectories were modeled separately. Multilevel modeling indicated improved performance; however, growth mixture modeling indicated 3 growth trajectories (i.e., latent classes; FSF and LSF, respectively): typical (77.6% of children, 65.7%), developing (10.8%, 14.6%), and limited progress (11.6%, 19.7%). Beginning of year screening was sometimes associated with latent class membership, whereas latent class membership differentiated mid- and year-end literacy skills. Results support progress monitoring of early literacy skills within the NZ context to aid earlier identification of children at-risk for difficulties with reading acquisition. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
本研究描述了 99 名新西兰（NZ）小学一年级儿童（n = 55 名男孩）早期读写技能发展的轨迹。在 8 周内，每周对儿童进行两次动态基本早期读写技能指标（DIBELS；Good & Kaminski，2011）第一声音流畅度（FSF）和 AIMSweb 字母声音流畅度（LSF；Shinn & Shinn，2002）的评估，在进行进度监测之前和之后，还评估了其他早期读写和开始阅读技能。分别对 FSF 和 LSF 的增长轨迹进行建模。多层次建模表明表现有所提高；然而，增长混合模型表明有 3 种增长轨迹（即，潜在类别；FSF 和 LSF，分别）：典型（77.6%的儿童，65.7%）、发展中（10.8%，14.6%）和进步有限（11.6%，19.7%）。年初筛查有时与潜在类别成员有关，而潜在类别成员则区分了中期和年终的读写技能。结果支持在 NZ 背景下对早期读写技能进行进度监测，以帮助更早地识别出阅读获取困难的儿童。（PsycInfo 数据库记录（c）2020 APA，保留所有权利）。
