The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria.

中文翻译：

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有家族性阅读障碍风险的儿童中6年级阅读的预测指标。

本研究调查了是否可以通过3年级阅读流利度，阅读障碍的家族风险和3年级阅读相关技能来预测6年级阅读结果，阅读流利度和阅读理解能力：快速自动命名（RAN），语音意识（ PA）和词汇。在150名儿童的样本中，其中83名父母患有阅读障碍，进行了相关和回归分析。连续测量的FR本身与所有结果相关。但是，FR没有解释3年级阅读流利度之上的任何差异。3年级阅读流利度强烈预测6年级阅读流利度，也与阅读理解能力有关。RAN改善了6年级阅读流畅度的预测，尽管额外的解释方差很小。词汇和PA充分说明了三年级阅读流利度在六年级阅读理解中所解释的差异。词汇表解释了六年级阅读理解中的大量差异，使其成为有趣的临床目标。由于我们使用连续的阅读流利度和FR量度，因此我们的发现不会因不同的诊断标准而产生偏差。