为期 5 年的意大利纵向研究中阅读能力的发展和预测因素

IF 2.8 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Infant and Child Development Pub Date : 2024-08-30 DOI:10.1002/icd.2542
Sara Mascheretti, Chiara Luoni, Sandro Franceschini, Elena Capelli, Laura Farinotti, Renato Borgatti, Serena Lecce, Cristiano Termine
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引用次数: 0

摘要

对于意大利语这种正字法浅显、音节结构简单的语言,很少有纵向研究探讨其阅读能力的发展及其预测因素。在一项为期 5 年的纵向研究中,我们调查了 327 名意大利语儿童(男性:n = 180,55%)从一年级(平均年龄 = 6.16 ± 0.28)到五年级(平均年龄 = 10.82 ± 0.31)的阅读能力发展情况。我们在每个学年(1-5 年级)结束时测试了他们的阅读能力,并研究了早期认知因素(语音意识-PA、言语短期记忆-vSTM 和非言语智力)、环境因素(社会经济地位)以及一年级阅读能力对后续阅读发展的影响。研究发现,无论是典型阅读障碍儿童还是阅读障碍儿童,其阅读能力都呈线性发展。非语言智力、PA、vSTM 和一年级结束时的阅读能力预测了整个小学阶段的阅读发展(阅读速度:阅读速度:R2-截距 = 61.8%;R2-斜率 = 12.9%,阅读准确性:R2-截距 = 40.0%;R2-斜率 = 12.9%:R2-截距 = 40.1%;R2-斜率 = 22.2%)。各年级阅读成绩的稳定性凸显了早期阅读技能作为早期干预计划的标志和目标的重要性。 研究重点 研究意大利语样本在整个小学阶段的阅读发展情况,以及早期认知和环境预测因素的影响。根据重复测量方差分析和成长曲线模型的评估,阅读能力的发展是线性的,并受早期认知能力的影响。这些研究结果凸显了早在一年级结束时就支持阅读发展的重要性。
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Development and predictors of reading skills in a 5‐year Italian longitudinal study
Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5‐year longitudinal study, we investigated the development of reading skills in 327 Italian‐speaking children (male: n = 180, 55%) from Grade 1 (mean age = 6.16 ± 0.28) to Grade 5 (mean age = 10.82 ± 0.31). We tested their reading performance at the end of each school year (Grade 1–5) and examined the impact of early cognitive factors (phonological awareness‐PA, verbal short‐term memory‐vSTM, and non‐verbal intelligence), environmental factors (socioeconomic status) as well as Grade 1 reading proficiency on subsequent reading development. A linear development of reading skills was found in both children classified as typical readers and those with reading disabilities. Non‐verbal intelligence, PA, vSTM and reading proficiency at the end of Grade 1 predicted reading development throughout primary school (reading speed: R2‐Intercept = 61.8%; R2‐Slope = 12.9%, and reading accuracy: R2‐Intercept = 40.1%; R2‐Slope = 22.2%). The stability of reading performance across school grades highlights the significance of early reading skills as a marker and target for early intervention programs.Highlights To investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors. Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling. These findings highlight the importance of supporting reading development as early as the end of Grade 1.
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来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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