Department of Educational Psychology and Leadership Studies, Faculty of Education, University of Victoria, Victoria, British Columbia, Canada.
Dyslexia. 2021 May;27(2):265-274. doi: 10.1002/dys.1679. Epub 2021 Feb 10.
Recent research has reported the word-level, code-related focus of curriculum-based measures (CBM) of reading comprehension such as Maze (Muijselaar et al., 2017) with typically developing readers, but research has yet to examine whether this finding also applies to children at-risk for dyslexia. We administered a collection of cognitive, linguistic, CBM, and norm-referenced measures to children whose word reading and decoding fluency fell below the 25th percentile and were, therefore, considered at-risk readers. We found that language comprehension contributed additional variance beyond decoding (fluency and accuracy measures) to reading comprehension as assessed by the WIAT-III, but that decoding explained the most variance in children's performance on the CBM Maze task (vis à vis the simple view of reading). The findings have practical implications to the use of CBM Maze as a formative assessment with children at-risk for dyslexia and elucidate the need for additional or alternative assessments to capture the reading comprehension construct.
最近的研究报告了基于课程的阅读理解测量（CBM）的单词级、与代码相关的重点，如 Muijselaar 等人（2017 年）对典型发展读者的研究，但尚未研究这一发现是否也适用于有阅读障碍风险的儿童。我们对阅读和解码流利度低于第 25 百分位数的儿童进行了一系列认知、语言、CBM 和常模参照测量，因此被认为是有阅读障碍风险的读者。我们发现，语言理解对 WIAT-III 评估的阅读理解的贡献超出了解码（流畅度和准确性测量），但解码解释了儿童在 CBM 迷宫任务上表现的最大差异（相对于阅读的简单视图）。这些发现对使用 CBM 迷宫作为有阅读障碍风险的儿童的形成性评估具有实际意义，并阐明了需要额外或替代评估来捕捉阅读理解结构的必要性。
