Predictors of Language and Early Reading Development in Kindergarteners Using a Multidimensional Screening Tool

IF 0.7 4区 医学 Q4 REHABILITATION Communication Disorders Quarterly Pub Date : 2023-05-10 DOI:10.1177/15257401231167085
B. Ekelman, Debra A. Dutka, Katherine E. Fox, Islamiat Adamoh-Faniyan, Astrid Pohl Zuckerman, B. Lewis
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Abstract

The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education classrooms were assessed with the Well Screening in fall, winter, and spring. Groups were compared using analysis of variance (ANOVA) on measures of memory, phonological awareness, retrieval speed, social communication, and letter knowledge. Children at risk for reading disorders performed most poorly on phonological awareness, whereas children at risk for language disorders struggled most with social communication. Retrieval speed alone was not a reliable predictor of reading risk in kindergarten. High performers scored best on working memory. The high-performing reading group outscored the high-performing language group on letter knowledge. Phonological awareness distinguished the high-performing reading group but not the high-performing language group from their non-high-performing classmates. Early identification of these relevant subgroups allows for early targeted interventions and monitoring of growth.
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使用多维筛选工具的幼儿园儿童语言和早期阅读发展的预测因素
本研究的目的是确定有语言和阅读障碍风险的幼儿园儿童,并确定预测因素。在秋季、冬季和春季,对311名普通教育教室幼儿园的代表性样本进行了Well Screening评估。使用方差分析(ANOVA)对各组的记忆、语音意识、检索速度、社交和字母知识进行比较。有阅读障碍风险的儿童在语音意识方面表现最差,而有语言障碍风险的孩子在社交方面表现最为困难。检索速度本身并不是幼儿园阅读风险的可靠预测指标。表现优异的人在工作记忆方面得分最高。在字母知识方面,表现优异的阅读组得分高于表现优异的语言组。语音意识区分高表现阅读组,但不区分高表现语言组和非高表现同学。早期识别这些相关的亚组可以进行早期有针对性的干预和监测增长。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
27
期刊介绍: Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.
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