Abstract We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.

中文翻译：

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新西兰样本中早期口头叙述和解码技能与后期阅读之间的联系

摘要 我们在阅读教学的前四年的两个样本中检查了早期的口头叙述和解码以及后来的阅读。第一年的样本（n = 44）在接受了一年的教学（M = 6；1 年）后进行了初步评估，并持续到了第三年（M = 8；1 年）；在两年的教学（M = 7；0 年）之后评估的第 2 年样本（n = 34）并跟踪到他们的第四年（M = 9；0 年）。最初评估口头叙述和解码，口头阅读、复述和迷宫流畅性，加上阅读年龄，在结果中获得。对于第 2 年的样本，口头叙述和解码有助于两年后的口头阅读和理解。对于第一年的样本，解码对大多数阅读结果有贡献，叙事质量独特地预测了第三年的复述流畅度。