Literaturnachweis - Detailanzeige
| Autor/inn/en | Storch, Stacey A.; Whitehurst, Grover J. |
|---|---|
| Titel | Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model. |
| Quelle | In: Developmental Psychology, 38 (2002) 6, S.934-47Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0012-1649 |
| Schlagwörter | Decoding (Reading); Elementary School Students; Emergent Literacy; Longitudinal Studies; Models; Oral Language; Phoneme Grapheme Correspondence; Predictor Variables; Preschool Children; Reading Comprehension; Reading Skills Dekodierung; Frühleseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Oral interpretation; Mündlicher Sprachgebrauch; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseverstehen; Reading skill; Lesefertigkeit |
| Abstract | This longitudinal study of children from preschool through fourth grade examined code-related and oral language precursors to reading. Findings indicated that the relationship between code-related precursors and oral language is strong during preschool. During early elementary school, reading ability is predominately determined by kindergarten print knowledge and phonological awareness. In later elementary school, reading accuracy and comprehension appear to be influenced by different skill sets. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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