Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency. An implication is that what optimally predicts poor reading may not optimally predict unexpected poor reading. The goal of the three presented studies was to test this implication empirically. In Study 1, a model-based meta-analysis, phonological awareness accounted for 40% of the variance in decoding but only 1% of the variance in decoding that was unexpected based on level of vocabulary. Conversely, unexpected phonological awareness accounted for 34% of the variance in unexpected decoding but only 1% of the variance in decoding. An analogous pattern of results occurred for reading comprehension. In Study 2, a study of 766 children in kindergarten, first grade, and second grade, latent variables were used to represent oral vocabulary, phonological awareness, and decoding. As was seen in Study 1, unexpected decoding was better predicted by unexpected phonological awareness than by phonological awareness. In Study 3, a longitudinal study of 1025 children followed from preschool through grade 2, the pattern of results mirrored those of Studies 1 and 2. An important implication of these studies is that typical assessments may be better at identifying poor reading than they are at identifying unexpected poor reading or dyslexia.

中文翻译：

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早期识别患有阅读障碍的儿童：不同预测阅读障碍与意外阅读障碍的变量

阅读障碍的定义通常涉及意外的阅读不良，尽管如何最好地实施意外仍然是一个问题。当操作性地定义为基于口语水平的阅读低于预期时，意外的阅读不良案例只占阅读不良案例的不到一半，并且意外的阅读不良案例发生在整个阅读能力范围内。这意味着，最能预测阅读不佳的内容可能无法最佳地预测意外的阅读不佳。所提出的三项研究的目的是通过实证检验这一含义。在基于模型的荟萃分析研究 1 中，语音意识占解码方差的 40%，但仅占解码方差的 1%，这是基于词汇水平的意外结果。相反，意外的语音意识占意外解码方差的 34%，但仅占解码方差的 1%。阅读理解也出现了类似的结果模式。在研究 2 中，对 766 名幼儿园、一年级和二年级儿童进行了研究，使用潜在变量来表示口语词汇、语音意识和解码。正如研究 1 所示，意外的语音意识比语音意识更能预测意外的解码。研究 3 是一项对 1025 名从学前班到二年级的儿童进行的纵向研究，其结果模式与研究 1 和研究 2 的结果相同。这些研究的一个重要意义是，典型的评估可能比实际评估更能识别阅读能力差的情况。识别意外的阅读障碍或阅读障碍。