Are Both Object and Alphanumeric Rapid Automatized Naming Measures Required to Predict Word Reading Fluency in German Prereaders?

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2023-06-27 DOI:10.1177/07342829231185375

Martin Schoefl, Susanne Seifert, Gabriele Steinmair, C. Weber

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引用次数: 0

Abstract

Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of 127 children starting first grade were assessed. The children’s oral and silent word reading skills were then reassessed in the second grade. Linear regression models and relative weight analysis were used to compare reading and screening modalities and further precursors of reading such as phonological awareness and nonverbal IQ were controlled. Scores from the first grade RAN assessment did not differentially predict second grade OWR versus SWR levels. RAN digits predicted word reading development more strongly than RAN objects, which contributed uniquely when predictions used only RAN variables. However, when different precursors of reading were controlled, only RAN digits helped to predict early reading performance.

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对象和字母数字快速自动命名测量是否需要预测德语预读者的单词阅读流畅性?

快速自动命名（RAN）有力地预测了学校前两年的单词水平阅读流利性以及进一步的阅读发展。在这里，我们分析了各种RAN刺激（对象和数字）和口头/无声单词阅读（OWR/SWR）模式，以找到预测早期阅读发展的可行措施。对127名一年级儿童的RAN表现进行了评估。然后在二年级对孩子们的口语和默读技能进行了重新评估。使用线性回归模型和相对权重分析来比较阅读和筛选模式，并控制阅读的进一步前兆，如语音意识和非语言智商。一年级RAN评估的分数对二年级OWR与SWR水平的预测没有差异。RAN数字比RAN对象更能预测单词阅读发展，当预测仅使用RAN变量时，RAN对象的贡献是独一无二的。然而，当控制不同的阅读前兆时，只有RAN数字有助于预测早期阅读表现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.