Prediction of Word Recognition in the First Half of Grade 1

Autor/inn/en	Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M.
Titel	Prediction of Word Recognition in the First Half of Grade 1
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 2, S.229-238 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1143260
Schlagwörter	Foreign Countries; Word Recognition; Reading Instruction; Elementary School Students; Grade 1; Reading Difficulties; Early Intervention; Reading Rate; Alphabets; Phonological Awareness; Naming; Reading Tests; At Risk Students; Longitudinal Studies; Kindergarten; Multiple Regression Analysis; Predictor Variables; Least Squares Statistics; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Worterkennung; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Buchstabenschrift; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Niederlande
Abstract	Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted of 178 pupils divided over seven classes. In agreement with the literature, we found that all four kindergarten tests were related to speed of word recognition in grade 1. We also performed a multiple regression analysis with a set of background variables and the four kindergarten tests. The model explained 53% of the variance in speed of word recognition. However, only letter knowledge and naming speed for digits had a significant direct effect. Our conclusion is, nevertheless, that all four kindergarten tests should be used to identify children at risk for reading problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01