The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children ( N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13–16). Children’s cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents’ self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading ( N = 87, 9.2%) or arithmetic ( N = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters’ names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.

中文翻译：

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预测青少年算术和阅读障碍


学习困难的长期负面后果已得到承认。尽管如此，关于预测青少年阅读和算术技能困难的研究仍然很少。本研究探讨了在哪个年龄阶段以及什么样的父母和儿童相关因素可以成功预测青少年算术和/或阅读流畅性方面的困难。对芬兰儿童样本（N = 941）进行了从幼儿园（6 岁）到青春期（13-16 岁）的跟踪调查。在幼儿园评估儿童的认知能力，在二年级、四年级、六年级、七年级和九年级检查算术和阅读流畅性。收集家长关于自己的学习困难和教育水平的自我报告数据。 7 年级和 9 年级的得分低于第 16 个百分位数被设定为阅读（N = 87，9.2%）或算术（N = 84，8.9%）不流利的标准。父母的测量和幼儿园的认知技能可以适度预测青少年在这两个领域的不流利程度。尽管增加学龄流利程度指标明显提高了 4 年级模型这两种技能的可预测性和特异性，但对字母名称、计数和视觉空间技能的了解仍然是青春期流利程度障碍的独特预测因素。