Fluency with skills that operate below the word level (i.e., sublexical), such as phonemic awareness and alphabetic knowledge, may ease the acquisition of decoding skills (Ritchey & Speece, 2006). Measures of sublexical fluency such as phoneme segmentation fluency (PSF), letter naming fluency (LNF), and letter sound fluency (LSF) are widely available for monitoring kindergarten reading progress, but less is known about the relative importance of growth in each skill across the early months of formal reading instruction and their relation to subsequent decoding acquisition. With a sample of kindergarten students at risk for reading difficulties, this study investigated the extent to which initial status and growth in PSF, LNF, and LSF, administered on a progress-monitoring basis during the fall of kindergarten, were differentially predictive of word reading fluency skills at mid-year and growth across the second half the school year. We used two different fluency-based progress monitoring measures of word reading across the spring, one consisting entirely of phonetically regular consonant-vowel-consonant words, and the other that included phonetically regular and irregular words that varied in length. Results indicated that although initial status and fall growth in all sublexical fluency measures were positively associated with subsequent word reading, LSF across the fall of kindergarten was the strongest overall predictor of mid-year level and growth on both word reading measures, and unique in its prediction over the effects of LNF and PSF. Results underscore the importance of letter-sound knowledge for word reading development, and provide additional evidence for LSF as a key index of progress for at-risk learners across the early months of formal reading instruction.

熟练掌握低于单词级别（即，亚词汇）的技能，例如音素意识和字母知识，可以轻松获得解码技能（Ritchey & Speece，2006 年）。诸如音素分割流畅度 (PSF)、字母命名流畅度 (LNF) 和字母发音流畅度 (LSF) 等亚词汇流畅度的衡量标准可广泛用于监测幼儿园阅读进度，但人们对各个技能增长的相对重要性知之甚少正式阅读教学的最初几个月及其与后续解码习得的关系。本研究以有阅读困难风险的幼儿园学生为样本，调查了在幼儿园秋季期间在进度监测基础上管理的 PSF、LNF 和 LSF 的初始状态和增长程度，对年中的单词阅读流畅性技能和整个学年下半年的增长有不同的预测。我们在整个春季使用了两种不同的基于流畅性的单词阅读进度监控措施，一种完全由语音规则的辅音-元音-辅音单词组成，另一种包括长度不同的语音规则和不规则单词。结果表明，尽管所有亚词汇流利度测量的初始状态和秋季增长与随后的单词阅读呈正相关，但整个秋季幼儿园的 LSF 是两个单词阅读测量的年中水平和增长的最强整体预测因子，并且在其独特的预测 LNF 和 PSF 的影响。结果强调了字母发音知识对单词阅读发展的重要性，