Alqahtani Saeed Saad
Department of Special Education, College of Education, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.
PLoS One. 2025 Jun 25;20(6):e0327242. doi: 10.1371/journal.pone.0327242. eCollection 2025.
This study explores the predictive validity of early and mid-year literacy assessments-Letter Naming Fluency (LNF), Letter Sound Fluency (LSF), and Phoneme Segmentation Fluency (PSF)-for end-of-year Word Reading Fluency (WRF) in kindergarten and grade 1 Arabic-speaking students. Using a longitudinal design, 412 students were assessed at three intervals (fall, mid-year, and year-end) to examine how these foundational literacy skills contribute to predicting WRF and identifying at-risk readers. Results from multiple regression analyses indicate that both LNF and LSF are significant predictors of end-of-year WRF across both fall and mid-year assessments, with mid-year measures demonstrating enhanced predictive accuracy. In contrast, PSF showed limited predictive value in comparison to LNF and LSF. Accuracy analyses revealed that mid-year assessments, particularly LNF and LSF, were more reliable in identifying at-risk students compared to fall assessments. Mid-year assessments correctly identified 64-73% of at-risk readers, emphasizing their value in early detection and intervention. These findings underline the importance of dynamic, multi-point assessments in improving educational practices and outcomes, particularly for students at risk of reading difficulties. The study highlights the critical role of foundational literacy skills in early reading development and provides actionable insights to enhance intervention strategies during key stages of literacy acquisition.
本研究探讨了幼儿园和一年级说阿拉伯语的学生早期和年中识字评估——字母命名流畅性（LNF）、字母发音流畅性（LSF）和音素分割流畅性（PSF）——对年末单词阅读流畅性（WRF）的预测效度。采用纵向设计，对412名学生进行了三个时间点（秋季、年中、年末）的评估，以检验这些基础识字技能如何有助于预测WRF以及识别有阅读风险的学生。多元回归分析结果表明，在秋季和年中评估中，LNF和LSF都是年末WRF的显著预测指标，年中测量显示出更高的预测准确性。相比之下，与LNF和LSF相比，PSF的预测价值有限。准确性分析表明，与秋季评估相比，年中评估，尤其是LNF和LSF，在识别有风险的学生方面更可靠。年中评估正确识别了64%-73%的有风险读者，强调了它们在早期发现和干预中的价值。这些发现强调了动态、多点评估在改善教育实践和成果方面的重要性，特别是对于有阅读困难风险的学生。该研究突出了基础识字技能在早期阅读发展中的关键作用，并为在识字获取的关键阶段加强干预策略提供了可操作的见解。
