Teachers in England and South Australia annually administer the Phonics Screening Check (PSC) to Year 1 students, with the purpose of identifying struggling readers. Students who do not meet the score threshold have not met the expected standard of word-decoding ability, meaning further support may be warranted. We sought to quantify the extent to which other early reading measures, such as the Wheldall Assessment of Reading Nonwords (WARN) and Wheldall Assessment of Reading Lists (WARL), predicted students’ likelihood of not meeting PSC expected standards. Predicting PSC outcomes, and thereby identifying struggling readers at the start of Year 1, has important implications for possible intervention strategies. Logistic regression and receiver operating characteristic analyses were conducted to examine the longitudinal relationships between real-word and pseudoword predictors as measured by the WARL and WARN and PSC pass/fail outcomes. Students who scored lower on predictors were less likely to meet the PSC expected standards. Results indicate that the WARL and WARN could be used to identify students who will not meet PSC expected standards, facilitating earlier intervention where it is most critically required.

中文翻译：

---

使用早期的单词阅读流畅性测量来预测 Phonics Screening Check 的结果

英格兰和南澳大利亚的教师每年都会对一年级学生进行语音筛选检查 (PSC)，目的是找出有困难的读者。没有达到分数门槛的学生没有达到预期的单词解码能力标准，这意味着可能需要进一步的支持。我们试图量化其他早期阅读量度，例如 Wheldall 非单词阅读评估 (WARN) 和 Wheldall 阅读清单评估 (WARL)，预测学生不符合 PSC 预期标准的可能性的程度。预测 PSC 结果，从而在第一年开始时识别陷入困境的读者，对可能的干预策略具有重要意义。进行逻辑回归和接收器操作特征分析以检查真实词和伪词预测器之间的纵向关系，如由 WARL 和 WARN 以及 PSC 通过/失败结果衡量的。在预测指标上得分较低的学生不太可能达到 PSC 的预期标准。结果表明，WARL 和 WARN 可用于识别不符合 PSC 预期标准的学生，促进在最迫切需要的早期干预。