Department of Education, Utrecht University, Utrecht, The Netherlands.
Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
Dyslexia. 2023 Nov;29(4):312-329. doi: 10.1002/dys.1750. Epub 2023 Jul 30.
In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.
在本研究中，我们旨在通过研究潜在差生在正式阅读教育的头 1 年半期间其单词解码技能的发展情况及其在正式阅读教育开始前独特的阅读前特征，来阐明潜在差生的变化情况。我们采用结构方程模型和方差因子混合模型分析（ANOVA），发现潜在差生（n=90）和匹配的潜在良好解码者（n=90）在一年级和二年级时的单词解码效率存在自回归和增长。然而，两组之间的差距随着时间的推移而扩大。接下来，我们通过回顾性研究潜在差生的认知和语言阅读前技能的个体变化，深入研究了差生群体。我们使用潜在剖面分析发现了三种不同的阅读前特征：（1）较差的 PA、字母知识、RAN 和言语工作记忆；（2）较差的 PA 和字母知识；以及（3）较差的 RAN。这些发现表明，阅读困难出现在多个风险因素的交叉点上，这些风险因素可以在幼儿园被发现，并且这些阅读问题会持续整个早期阅读教育阶段。
