Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5‐year longitudinal study, we investigated the development of reading skills in 327 Italian‐speaking children (male: n = 180, 55%) from Grade 1 (mean age = 6.16 ± 0.28) to Grade 5 (mean age = 10.82 ± 0.31). We tested their reading performance at the end of each school year (Grade 1–5) and examined the impact of early cognitive factors (phonological awareness‐PA, verbal short‐term memory‐vSTM, and non‐verbal intelligence), environmental factors (socioeconomic status) as well as Grade 1 reading proficiency on subsequent reading development. A linear development of reading skills was found in both children classified as typical readers and those with reading disabilities. Non‐verbal intelligence, PA, vSTM and reading proficiency at the end of Grade 1 predicted reading development throughout primary school (reading speed: R2‐Intercept = 61.8%; R2‐Slope = 12.9%, and reading accuracy: R2‐Intercept = 40.1%; R2‐Slope = 22.2%). The stability of reading performance across school grades highlights the significance of early reading skills as a marker and target for early intervention programs.Highlights To investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors. Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling. These findings highlight the importance of supporting reading development as early as the end of Grade 1.

中文翻译：

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五年意大利纵向研究中阅读技能的发展和预测


有限的纵向研究探索了以浅正字法和简单音节结构为特征的语言的阅读及其预测因素的发展。在一项为期 5 年的纵向研究中，我们调查了 327 名意大利语儿童（男性：n = 180，55%）从一年级（平均年龄 = 6.16 ± 0.28）到五年级（平均年龄 = 10.82）阅读技能的发展情况。 ±0.31）。我们在每个学年结束时（1-5 年级）测试了他们的阅读表现，并检查了早期认知因素（语音意识 -PA、言语短期记忆 -vSTM 和非言语智力）、环境因素（社会经济地位）以及一年级阅读能力对后续阅读发展的影响。在被归类为典型读者和有阅读障碍的儿童中都发现阅读技能呈线性发展。一年级结束时的非语言智力、PA、vSTM 和阅读能力预测整个小学的阅读发展（阅读速度：R2‐Intercept = 61.8%；R2‐Slope = 12.9%，阅读准确性：R2‐Intercept = 40.1 %；R2-斜率 = 22.2%）。各年级阅读表现的稳定性凸显了早期阅读技能作为早期干预计划的标志和目标的重要性。重点调查意大利语样本中整个小学的阅读发展，以及早期认知和环境预测因素的影响。阅读能力的发展是线性的，并通过早期认知技能进行预测，并通过重复测量方差分析和生长曲线建模进行评估。这些发现强调了早在一年级结束时支持阅读发展的重要性。