Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.
Ann Dyslexia. 2020 Oct;70(3):275-294. doi: 10.1007/s11881-020-00207-9. Epub 2020 Oct 19.
Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid automatized naming (RAN), more insight in the variability of pre-reading profiles might be of great importance for early identification of children who have an elevated risk for developing dyslexia and to provide tailor-made interventions. To address this issue, this study used a latent profile analysis (LPA) to disentangle different pre-reading profiles in a sample of 1091 Dutch-speaking kindergartners. Four profiles emerged: high performers (16.50%), average performers (40.24%), below-average performers with average IQ (25.57%), and below-average performers with below-average IQ (17.69%). These results suggested two at-risk profiles diverging in IQ, which are presumably more likely to develop dyslexia later on. Although below-average profiles differed significantly in rapid naming and IQ, no clear evidence for the double-deficit theory was found in Dutch-speaking kindergartners. Educational level and reading history of the parents appeared to be predictive for children's classification membership. Our results point towards the heterogeneity that is already present in kindergartners and the possibility to identify at-risk profiles prior to reading instruction, which may be the foundation for earlier targeted interventions. However, more extended research is needed to determine the stability of these profiles across time and across different languages.
研究表明，阅读障碍的诊断主要是在干预的最佳时机过后才做出的，这被称为阅读障碍悖论。虽然一些阅读前认知测量被发现是早期读写能力获得的强有力预测指标，即语音意识（PA）、字母知识（LK）和快速自动命名（RAN），但对于阅读前特征的可变性有更多的了解可能对早期识别有阅读障碍风险的儿童以及提供量身定制的干预措施非常重要。为了解决这个问题，本研究使用潜在剖面分析（LPA）在 1091 名荷兰语幼儿园儿童样本中分离不同的阅读前特征。出现了四个特征：高绩效者（16.50%）、平均绩效者（40.24%）、平均智商的中下绩效者（25.57%）和平均智商的中下绩效者（17.69%）。这些结果表明存在两种在智商上存在风险的特征，它们可能更有可能在以后发展为阅读障碍。虽然中下特征在快速命名和智商方面有显著差异，但在荷兰语幼儿园儿童中没有发现明显的双重缺陷理论证据。父母的教育水平和阅读史似乎对孩子的分类成员资格有预测作用。我们的结果表明，幼儿园儿童已经存在异质性，并且有可能在阅读教学之前识别出风险特征，这可能是早期有针对性干预的基础。然而，需要更多的扩展研究来确定这些特征在时间和不同语言中的稳定性。
