挑战RAN发展的稳定性:承认PA和Gf与阅读的关系

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2023-06-08 DOI:10.1002/dys.1745
Ulrika Wolff, Malena Åvall, Jan-Eric Gustafsson
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引用次数: 0

摘要

本研究有两个主要目标,(1)研究快速自动化命名(RAN)在预测阅读成绩方面的稳定性,同时考虑到另外两个经常被研究的构念,语音意识和流体智力(Gf);(2)研究4岁时测量的RAN对阅读能力的预测能力。在先前报道的生长模型中发现的RAN发育的稳定模式受到了将语音意识和Gf与模型联系起来的挑战。儿童(N = 364)从4岁随访至10岁。4岁时,Gf与语音意识密切相关,而语音意识又与RAN密切相关。RAN测量随时间的关系在很大程度上不受Gf和语音意识的影响。4岁时RAN、Gf和语音意识能独立预测1年级和4年级阅读相关能力的潜在因素。然而,当仔细检查四年级的阅读类型测量时,4岁的Gf、语音意识和RAN可以预测拼写和阅读流畅性,而二年级的RAN不能预测拼写,但却是阅读流畅性的最强预测因子。
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Challenging the stability of RAN development: Acknowledging PA and Gf in relation to reading

This study had two overriding goals, (1) examine the stability of rapid automatized naming (RAN) in predicting reading achievement while taking into account two other frequently studied constructs, phonological awareness and fluid intelligence (Gf) and (2) examine the predictive power of RAN measured at age 4 on reading ability. The stable pattern of RAN development found in a previously reported growth model was challenged by relating phonological awareness and Gf to the model. Children (N = 364) were followed from age 4 to age 10. At age 4, Gf related strongly to phonological awareness, which in turn related strongly to RAN. The relations between the RAN measures over time was largely unaffected by the inclusion of Gf and phonological awareness. RAN, Gf and phonological awareness at age 4 independently predicted latent factors reflecting reading-related abilities in grade 1 and grade 4. However, when scrutinizing type of reading measure in grade 4, Gf, phonological awareness and RAN at age 4 predicted both spelling and reading fluency, whereas RAN in grade 2 did not predict spelling but was the strongest predictor of reading fluency.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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