目的 探讨学龄前儿童听处理能力与学龄期低年级（一、二年级）儿童阅读相关能力的纵向关联。 方法 采用纵向设计，随机抽取2021年8月参与南京市学龄前儿童听处理评估量表（Preschool Auditory Processing Assessment Scale, PAPAS）常模研究的107名中班及大班儿童，2年后召回随访。采用快速命名和快速交替刺激测试、儿童语音意识评估量表、小学生识字量测试题库评估儿童阅读相关能力，使用韦氏儿童智力量表与整合视听持续性操作测试评估认知与注意力水平，分析PAPAS与阅读相关能力的关联。 结果 85名儿童完成随访。由父母照顾的儿童的语音意识准确性因子得分高于由祖辈照顾的儿童，有音乐学习经历的儿童识字量多于无音乐学习经历的儿童（P<0.05）。物体命名耗时与听觉解码得分呈正相关（r_s =0.223，P<0.05），声母意识正确率与PAPAS总分（r_s =-0.313）、听觉解码（r_s =-0.262）、听觉注意（r_s =-0.227）、沟通交流（r_s =-0.310）、视觉注意得分（r_s =-0.367）呈负相关（P<0.05）。多元线性回归分析结果显示，控制认知和注意力后，听觉解码得分与物体命名耗时呈正相关（β=0.264，P<0.05），与韵母意识正确率呈负相关（β=-0.277，P<0.05）；多动冲动得分与声母意识正确率（β=-0.311）呈负相关，视觉注意得分与声调意识正确率（β=-0.271）呈负相关（P<0.05）；视觉注意得分（β=-0.214）及听处理异常风险（β=-0.200）与识字量呈负相关（P<0.05）。 结论 学龄前听处理能力与低年级儿童阅读相关能力存在纵向关联。PAPAS在阅读障碍高风险儿童的早期识别中具有潜在的临床应用价值。

Objective To investigate the longitudinal association between preschool auditory processing and reading-related abilities in early elementary school children (Grades 1-2). Methods A longitudinal design was used. Children (n=107) were randomly sampled from the August 2021 normative study of the Preschool Auditory Processing Assessment Scale (PAPAS) in Nanjing and were re-assessed two years later. Reading-related abilities were evaluated using the Rapid Automatized Naming and Rapid Alternating Stimulus tests (RAN/RAS), the Children's Phonological Awareness Assessment Scale, and the item bank of the Primary School Students' Chinese Character Recognition Test. Cognitive ability and attention were measured with the Wechsler Intelligence Scale for Children and the Integrated Visual and Auditory Continuous Performance Test. Associations between PAPAS and reading-related abilities were examined with correlation analyses and multiple linear regression. Results Eighty-five children completed the follow-up. Children cared for by parents scored higher on the phonological awareness accuracy factor than those cared for by grandparents (P<0.05), and children with music training showed greater literacy than those without (P<0.05). Object naming time on the RAN/RAS was positively correlated with the auditory decoding score (r_s=0.223, P<0.05). The accuracy of initial consonant awareness was negatively correlated with the PAPAS total score (r_s=-0.313), auditory decoding (r_s=-0.262), auditory attention (r_s=-0.227), communication (r_s=-0.310), and visual attention (r_s =-0.367) (all P<0.05). In multiple linear regression adjusting for cognitive ability and attention, auditory decoding was positively associated with object naming time (β=0.264) and negatively associated with the accuracy of final (yunmu) awareness (β=-0.277); hyperactivity/impulsivity was negatively associated with the accuracy of initial consonant awareness (β=-0.311); and visual attention was negatively associated with tone awareness accuracy (β=-0.271) (all P<0.05). In addition, visual attention (β=-0.214) and risk of auditory processing abnormality (β=-0.200) were negatively associated with literacy (P<0.05). Conclusions Preschool auditory processing shows a longitudinal association with reading-related abilities in early elementary school children, and PAPAS has potential clinical value in the early identification of children at high risk of dyslexia.