幼兒園及幼稚園階段對單語英語及西班牙語－英語雙語六年級學生閱讀理解的預測作用

// Prekindergarten and Kindergarten Predictors of Reading Comprehension in Monolingual English and Spanish-English Bilingual Sixth Graders

本研究分析雙語與單語兒童早期識字能力，預測第6年級英語閱讀理解表現｜關鍵指標包括學前班字母識別與幼稚園時期詞彙、語法及聽力理解能力｜雙語兒童則以英語詞彙、西班牙語聽力及記憶更新能力為主｜結果提供教育者早期篩檢工具，並探討學校與家庭預防閱讀困難的策略。

// This study identifies early predictors of Grade 6 reading comprehension in English monolingual and Spanish-English bilingual children using longitudinal data from prekindergarten and kindergarten. Bayesian mixed-effects models showed letter identification in pre-K and vocabulary, grammar/morphology, listening comprehension in K best predicted later reading for monolinguals; for bilinguals, English vocabulary, Spanish listening comprehension and memory updating in pre-K, and English vocabulary in K were key predictors. The findings suggest specific early measures educators can use to flag children at risk for reading comprehension difficulties. The study also discusses prevention strategies for schools and families.

Published 2026年7月10日