Links between Early Oral Narrative and Decoding Skills and Later Reading in a New Zealand Sample

Autor/inn/en	Schaughency, Elizabeth; Suggate, Sebastian; Reese, Elaine
Titel	Links between Early Oral Narrative and Decoding Skills and Later Reading in a New Zealand Sample
Quelle	In: Australian Journal of Learning Difficulties, 22 (2017) 2, S.109-132 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1399914
Schlagwörter	Foreign Countries; Decoding (Reading); Oral Reading; Reading Fluency; Reading Comprehension; Oral Language; Elementary School Students; Longitudinal Studies; Emergent Literacy; Reading Tests; Verbal Ability; Vocabulary; Intelligence Tests; Cohort Analysis; Story Telling; New Zealand; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Dekodierung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühleseunterricht; Lesetest; Mündliche Leistung; Wortschatz; Intelligence test; Intelligenztest; Kohortenanalyse; Neuseeland
Abstract	We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01