Literaturnachweis - Detailanzeige
| Autor/inn/en | Zaric, Jelena; Nagler, Telse |
|---|---|
| Titel | Reading Comprehension on Word- and Sentence-Level Can Be Predicted by Orthographic Knowledge for German Children with Poor Reading Proficiency |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 8, S.2031-2057 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zaric, Jelena) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-021-10126-9 |
| Schlagwörter | Foreign Countries; Elementary School Students; Grade 3; Reading Comprehension; Orthographic Symbols; Reading Difficulties; Reading Processes; Sentences; Phonological Awareness; Naming; Reading Rate; Predictor Variables; Identification; At Risk Students; Reading Diagnosis; Germany |
| Abstract | Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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