Stuart M
Birkbeck College, University of London.
Br J Educ Psychol. 1995 Sep;65 ( Pt 3):287-96. doi: 10.1111/j.2044-8279.1995.tb01150.x.
This paper describes a longitudinal study comparing the power of two screening batteries (that of Clay, 1979, and that of a set of tests of phonological awareness and sound-to-letter correspondence knowledge) to identify, in the first term at school, children at risk of failing to learn to read successfully. A single test from one of the batteries is shown to provide an adequate screening procedure. There is no significant gain in predictive power if screening is delayed until the end of the first year at school. Regarding processes of the screened children are investigated at the end of their first year in school, and again seven months later. Almost all the best readers can use some phonological recoding processes by the end of their first year at school. Seven months later, this is true of all the best readers, with children who had now learned to use phonological recoding processes showing greater gains in reading age than those who had not.
本文描述了一项纵向研究，该研究比较了两种筛查组合（克莱于1979年设计的筛查组合以及一套语音意识和音素与字母对应知识测试）在孩子入学第一学期识别有阅读学习失败风险儿童的能力。研究表明，从其中一个筛查组合中选取的单一测试就能提供充分的筛查程序。如果将筛查推迟到孩子入学第一年末，预测能力并无显著提高。研究对接受筛查的儿童在入学第一年末以及七个月后再次进行了调查。几乎所有阅读能力最佳的孩子在入学第一年末都能运用一些语音编码过程。七个月后，所有阅读能力最佳的孩子都是如此，此时已学会运用语音编码过程的孩子在阅读年龄上的进步比未学会的孩子更大。
