Schöfl Martin, Steinmair Gabriele, Holzinger Daniel, Weber Christoph
Department of Educational Sciences, University of Education Upper Austria, Linz, Austria.
Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria.
Front Pediatr. 2022 May 11;10:863477. doi: 10.3389/fped.2022.863477. eCollection 2022.
Reading is a crucial competence associated with academic development, mental health, and social adaptation. Reading difficulties are often detected at a late stage, with a possible negative impact on long-term reading development and secondary developmental disadvantages. The first manifestations of reading difficulties can be identified by word reading deficits in first and second grade, paving the way for specific interventions. For widespread implementation, instruments must be easy to use and motivating for children.
Development and validation of an economical, well-accepted, and accurate screening tool composed of the domains of phonological information processing, language skills, and non-verbal intelligence in regular school settings.
In 2020, the screening tool was used on a sample of 409 first graders between the second and fifth weeks of school in a one-to-one setting. Additionally, information on parental education and the use of German and/or other languages by the child was collected using a parental questionnaire. A follow-up involving the use of established standardized word reading tests was conducted at the end of the first school year.
A five-variable screening tool consisting of the dimensions of phonological information processing (letter knowledge, rapid naming, and phonological awareness) and linguistic skills (receptive vocabulary and morphosyntax) showed statistical relevance (AUC = 0.78; sensitivity 0.80, specificity 0.74) for predicting word reading problems concerning reading speed (<16th percentile) at the end of first grade, whereas gender, first language, and age of first exposure to the German language did not contribute to the prediction. The instrument was well accepted by the children and screeners and can be administered within an acceptable time frame.
Word reading deficits at the end of first grade can be predicted by the use of an app-based screening tool at school entry that includes phonological information processing and language skills. Further validation and assessment of empirical feasibility data are needed to support the screening instrument for German orthography.
阅读是一项与学业发展、心理健康和社会适应相关的关键能力。阅读困难往往在较晚阶段才被发现，可能会对长期阅读发展产生负面影响，并带来继发性发展劣势。阅读困难的最初表现可通过一、二年级的单词阅读缺陷来识别，这为进行针对性干预铺平了道路。为了广泛应用，相关工具必须易于使用且能激发儿童的积极性。
在常规学校环境中，开发并验证一种经济、广受认可且准确的筛查工具，该工具涵盖语音信息处理、语言技能和非语言智力等领域。
2020年，在开学第二至第五周，对409名一年级学生样本进行一对一使用该筛查工具的测试。此外，通过家长问卷收集有关家长教育程度以及孩子使用德语和/或其他语言的信息。在第一学年末进行随访，使用既定的标准化单词阅读测试。
一个由语音信息处理（字母知识、快速命名和语音意识）和语言技能（接受性词汇和形态句法）维度组成的五变量筛查工具，对于预测一年级末阅读速度方面（低于第16百分位数）的单词阅读问题具有统计学相关性（曲线下面积=0.78；灵敏度0.80，特异度0.74），而性别、第一语言和首次接触德语的年龄对预测没有贡献。该工具受到儿童和筛查人员的广泛接受，并且可以在可接受的时间范围内进行测试。
通过使用入学时基于应用程序的筛查工具，包括语音信息处理和语言技能，可以预测一年级末的单词阅读缺陷。需要进一步验证和评估实证可行性数据，以支持针对德语拼写的筛查工具。
