Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the classification accuracy and best predictors of a set of Spanish curriculum-based measures administered during kindergarten. The study’s sample included 189 students tested in the fall, winter, and spring. Receiver operating characteristic (ROC) analysis was conducted. The composite score of the curriculum-based measurement (CBM) revealed area under the ROC curve (AUC) values of 0.83, 0.97, and 0.94 in the fall, winter, and spring, respectively. Phonemic awareness and letter-sound knowledge were the only isolated measures that demonstrated excellent AUC values throughout kindergarten. Logistic regression models showed that, when entered simultaneously, all measures were significant predictors of reading risk at some moment of the school year.

中文翻译：

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评估幼儿园的基础阅读技能：基于课程的西班牙语测量

早期识别学习困难是干预反应 (RtI) 模型的关键组成部分。在幼儿园，基础阅读技能的筛选可以提供基于数据的指南，用于识别在开始小学之前需要更密集的基于反应的干预的学生。本研究检查了在幼儿园期间管理的一组基于西班牙语课程的措施的分类准确性和最佳预测指标。该研究的样本包括在秋季、冬季和春季接受测试的 189 名学生。进行了接受者操作特征（ROC）分析。基于课程的测量 (CBM) 的综合评分显示，秋季、冬季和春季的 ROC 曲线下面积 (AUC) 值分别为 0.83、0.97 和 0.94。音素意识和字母发音知识是在整个幼儿园中表现出优异 AUC 值的唯一孤立措施。Logistic 回归模型显示，当同时输入时，所有测量值都是学年某个时刻阅读风险的重要预测因子。