This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound Fluency (LSF; Shinn & Shinn, 2002), with other early literacy and beginning reading skills assessed before and after progress monitoring. FSF and LSF growth trajectories were modeled separately. Multilevel modeling indicated improved performance; however, growth mixture modeling indicated 3 growth trajectories (i.e., latent classes; FSF and LSF, respectively): typical (77.6% of children, 65.7%), developing (10.8%, 14.6%), and limited progress (11.6%, 19.7%). Beginning of year screening was sometimes associated with latent class membership, whereas latent class membership differentiated mid- and year-end literacy skills. Results support progress monitoring of early literacy skills within the NZ context to aid earlier identification of children at-risk for difficulties with reading acquisition. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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描述学年第一年早期识字技能发展的模式以及新西兰样本中的阅读指导。

这项研究描述了99名儿童（n = 55个男孩）在新西兰（NZ）上小学一年级的早期识字技能发展的轨迹。每周两次对儿童进行两次评估，共8周，内容涉及基本早期识字技能的动态指标（DIBELS； Good和Kaminski，2011）第一语音流利度（FSF）和AIMSweb字母语音流利度（LSF； Shinn＆Shinn，2002），以及其他早期识字率并在进度监控前后评估开始的阅读技巧。FSF和LSF的增长轨迹分别建模。多级建模表明性能有所提高；但是，生长混合物模型显示了3种生长轨迹（即潜在类别；分别为FSF和LSF）：典型（77.6％的儿童，65.7％），发育中（10.8％，14.6％）和进展有限（11.6％，19.7） ％）。年初的筛选有时与潜在的班级成员身份有关，而潜在的班级成员身份则区分了年中和年终的识字能力。结果支持在新西兰范围内对早期识字技能进行进度监控，以帮助及早发现有阅读困难的高危儿童。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。