University of Seville, Spain.
University of Cadiz, Spain.
J Learn Disabil. 2021 Jul;54(4):300-313. doi: 10.1177/0022219420979960. Epub 2020 Dec 23.
Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the predictive value of phonological awareness, naming speed, and orthographic skills for early reading in Spanish. Participants included 362 Spanish children aged 4 to 5 years. We used data analysis to examine the relationships between these precursors and fluency through a structural equation model and investigated the risk indicators of poor reading performance according to the double deficit and triple deficit hypotheses using binary logistic analysis. Our research delimits a model for the Spanish language that emphasizes the predictive value of phonological awareness, letter-naming fluency, and knowledge of graphemes in early reading. Letter-naming fluency is the best precursor to early reading experiences, and poor early reading performance in children is explained by deficits in phonological awareness, naming speed, and visual orientation. Our findings confirm the risk indicators of the triple deficit hypothesis in the early learning of reading in Spanish.
根据语言的拼写一致性，早期读写技能是阅读成功的最佳预测指标，也是双重缺陷和三重缺陷假说的风险指标。我们的研究分析了语音意识、命名速度和正字法技能对西班牙语早期阅读的预测价值。参与者包括 362 名 4 至 5 岁的西班牙儿童。我们使用数据分析通过结构方程模型检查了这些前体与流利度之间的关系，并根据双重缺陷和三重缺陷假说使用二项逻辑分析研究了阅读表现不佳的风险指标。我们的研究为西班牙语语言限定了一个模型，强调了语音意识、字母命名流利度和早期阅读中对字形的认识的预测价值。字母命名流利度是早期阅读经验的最佳预测指标，儿童早期阅读表现不佳是由于语音意识、命名速度和视觉定向方面的缺陷造成的。我们的研究结果证实了西班牙语早期阅读学习中三重缺陷假说的风险指标。
