The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with traditional predictors of reading. Similarly, a parallel version of the dynamic test was administered to the same children after a few months of formal reading instruction. At the end of grade 2, the children were assessed on outcome measures of reading and categorized as having disabilities with either accuracy or fluency measures. Administered before as well as after the onset of formal reading instruction, the dynamic test of decoding contributed uniquely to the prediction of difficulties with reading accuracy at the end of grade 2 after control for traditional predictors of reading. Difficulties with reading fluency were also predicted by the dynamic decoding test, but the unique prediction value was more limited. This study showed that a dynamic assessment of decoding can be a useful addition to traditional test batteries for early identification of children at risk for reading disabilities. Even when taken before formal reading instruction, a combination of the dynamic assessment and two traditional measures (letter knowledge and rapid automatized naming) yielded a very high prediction accuracy of reading difficulties at the end of grade 2.

中文翻译：

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在阅读教学开始之前和之后，使用解码的动态评估来预测阅读障碍：从幼儿园到2年级的纵向研究。

本研究检验了动态解码测试的预测有效性，在动态测试中，向参与者教授了三个新颖的字母以及如何将相应的字母声音合成为新单词。在正式的阅读指导书以及传统的阅读器预测开始之前，对158名幼儿园儿童进行了这种动态测试的一种版本。同样，在几个月的正式阅读指导后，对同一个孩子进行了动态测试的并行版本。在2年级结束时，对儿童的阅读结果进行评估，并根据准确性或流利度将其归类为残疾。在正式阅读指导之前和之后进行管理，解码的动态测试对预测阅读困难做出了独特的贡献传统阅读预测指标控制后达到2年级末的准确性。通过动态解码测试还可以预测阅读流利度的困难，但是唯一的预测值受到更多限制。这项研究表明，对解码的动态评估可能是对传统测试电池的有用补充，可用于早期识别有阅读障碍风险的儿童。即使在正式阅读指导之前进行，动态评估和两种传统方法（字母知识和快速自动命名）的结合也可以在2年级末达到非常高的阅读困难预测准确度。