Preschool Phonological, Morphological and Semantic Skills Explain It All: Following Reading Development through a 9-Year Period

Autor/inn/en	Lyster, Solveig-Alma Halaas; Snowling, Margaret J.; Hulme, Charles; Lervåg, Arne Ola
Titel	Preschool Phonological, Morphological and Semantic Skills Explain It All: Following Reading Development through a 9-Year Period
Quelle	In: Journal of Research in Reading, 44 (2021) 1, S.175-188 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyster, Solveig-Alma Halaas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12312
Schlagwörter	Foreign Countries; Preschool Children; Elementary School Students; Middle School Students; Longitudinal Studies; Morphology (Languages); Phonological Awareness; Semantics; Reading Skills; Reading Fluency; Oral Language; Language Skills; Reading Comprehension; Decoding (Reading); Predictor Variables; Norway + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Morphology; Morphologie; Semantik; Reading skill; Lesefertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Leseverstehen; Dekodierung; Prädiktor; Norwegen
Abstract	Background: There is increasing recognition of the contribution of morphological skills to the development of reading fluency. However, theoretical models and recent research raise questions about how different language skills influence reading development. Methods: The present study was designed to follow the reading development of a large sample of Norwegian children (N = 323) from preschool to Grade 9, assessing their performance on a wide range of language-related and reading skills including morphological awareness. We employed confirmatory factor analyses of the cognitive, linguistic and reading variables prior to modelling the contribution of the preschool language variables to reading comprehension in Grades 1, 2 and 9. Results: Preschool measures of phonological, morphological and semantic skills were best represented by a single language latent variable. Reading in Grades 1 and 2, assessed by measures of both decoding and comprehension, was also best represented by a single latent variable. Preschool language skills have long-range direct and indirect effects on the development of reading comprehension. Overall, preschool language abilities accounted for 69.2% of the variance in reading comprehension 9 years later. Conclusions: The results demonstrate the powerful influence of early language on later reading and suggest that language intervention programmes, combining phonological, morphological and semantic activities, may help to reduce the incidence of reading problems. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01