Zusammenfassung. Hintergrund: Die Rechtschreibleistung am Ende der ersten Klasse sagt die weitere Rechtschreibentwicklung voraus. Um Schwierigkeiten im Rechtschreiben früh zu erkennen und Interventionen ansetzen zu können, braucht es ein Messinstrument, das schriftsystematische Prinzipien abbildet. Der neue digitale „SCHNAPP-Rechtschreibtest“ basiert auf Wortmaterial, das vom prototypischen trochäischen Zweisilber ausgeht und eine Hierarchie an Itemschwierigkeiten aufzeigt. Methoden: Es wurde die Rasch-Konformität und Reliabilität des aus der Literatur deduzierten Schreibwortschatzes anhand zweier Stichproben ( N = 249 und 148) von Grundschulkindern der ersten Klasse in Österreich überprüft. Ergebnisse: Der SCHNAPP-Rechtschreibtest erfasst einen latenten Faktor der Rechtschreibfähigkeit mit Rasch-konformen Items unterschiedlicher Schwierigkeit aber identer Trennschärfen. Die Reliabilität konnte durch Itemselektion und Ergänzungen ausgehend von einer Erstversion hin zu einer revidierten Form verbessert werden. Die Items differenzieren insbesondere auch im niedrigen Fähigkeitsbereich gut und eigenen sich damit als Screening zur Identifizierung von Kindern mit Schwierigkeiten im Rechtschreiben im ersten Grundschuljahr. Diskussion: Erste Analysen zum neu entwickelten SCHNAPP-Rechtschreibtest zeigen, dass das Testverfahren als Screening zur Identifizierung von Kindern mit Schwierigkeiten im Rechtschreiben im ersten Grundschuljahr beitragen kann. Anwendungsmöglichkeiten und Grenzen werden im Manuskript diskutiert.

BackgroundReading is a crucial competence associated with academic development, mental health, and social adaptation. Reading difficulties are often detected at a late stage, with a possible negative impact on long-term reading development and secondary developmental disadvantages. The first manifestations of reading difficulties can be identified by word reading deficits in first and second grade, paving the way for specific interventions. For widespread implementation, instruments must be easy to use and motivating for children.ObjectivesDevelopment and validation of an economical, well-accepted, and accurate screening tool composed of the domains of phonological information processing, language skills, and non-verbal intelligence in regular school settings.DesignIn 2020, the screening tool was used on a sample of 409 first graders between the second and fifth weeks of school in a one-to-one setting. Additionally, information on parental education and the use of German and/or other languages by the child was collected using a parental questionnaire. A follow-up involving the use of established standardized word reading tests was conducted at the end of the first school year.ResultsA five-variable screening tool consisting of the dimensions of phonological information processing (letter knowledge, rapid naming, and phonological awareness) and linguistic skills (receptive vocabulary and morphosyntax) showed statistical relevance (AUC = 0.78; sensitivity 0.80, specificity 0.74) for predicting word reading problems concerning reading speed (<16th percentile) at the end of first grade, whereas gender, first language, and age of first exposure to the German language did not contribute to the prediction. The instrument was well accepted by the children and screeners and can be administered within an acceptable time frame.ConclusionWord reading deficits at the end of first grade can be predicted by the use of an app-based screening tool at school entry that includes phonological information processing and language skills. Further validation and assessment of empirical feasibility data are needed to support the screening instrument for German orthography.

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Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of 127 children starting first grade were assessed. The children’s oral and silent word reading skills were then reassessed in the second grade. Linear regression models and relative weight analysis were used to compare reading and screening modalities and further precursors of reading such as phonological awareness and nonverbal IQ were controlled. Scores from the first grade RAN assessment did not differentially predict second grade OWR versus SWR levels. RAN digits predicted word reading development more strongly than RAN objects, which contributed uniquely when predictions used only RAN variables. However, when different precursors of reading were controlled, only RAN digits helped to predict early reading performance.