Early strategies of elementary school children's single word reading.

Autor/inn/en	Lindberg, Sven; Lonnemann, Jan; Linkersdörfer, Janosch; Biermeyer, Eva; Mähler, Claudia; Hasselhorn, Marcus; Lehmann, Martin
Titel	Early strategies of elementary school children's single word reading.
Quelle	In: Journal of neurolinguistics, 24 (2011) 5, S. 556-570 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0911-6044
DOI	10.1016/j.jneuroling.2011.02.003
Schlagwörter	Empirische Untersuchung; Problemlösen; Verhalten; Schuljahr 02; Schuljahr 04; Grundschule; Schüler; Deutsch; Wort; Lesefertigkeit; Aufgabe; Modell; Strategie; Deutschland
Abstract	According to the Overlapping Waves Model, children's strategy use in performing academic skills is variable and adaptive and changes gradually with age and experience. In the context of children's numerical and arithmetical development, several findings confirm the assumptions of the model. In this study, elementary school children in 2nd (n = 30) and 4th (n = 28) grade, with comparable IQ and reading achievement scores were confronted with different single word tasks (common and uncommon words, word-similar and -dissimilar pseudowords) to trigger different reading strategies. Strategy behavior was identified by video analysis and children's self-report. The analyses of the data confirm the validity of the Overlapping Waves Model in the context of single word reading. Children in both grades showed variable and multiple usage of strategies and reacted adaptively when reading words of the different categories. Moreover, older children used more elaborated strategies and were more efficient in their strategy choice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3