Early Literacy from a Longitudinal Perspective

Autor/inn/en	Aarnoutse, Cor; van Leeuwe, Jan; Verhoeven, Ludo
Titel	Early Literacy from a Longitudinal Perspective
Quelle	In: Educational Research and Evaluation, 11 (2005) 3, S.253-275 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Young Children; Phonemes; Spelling; Reading Comprehension; Emergent Literacy; Word Recognition; Longitudinal Studies + Suchen Sie Ihr Suchwort? Frühe Kindheit; Fonem; Schreibweise; Leseverstehen; Frühleseunterricht; Worterkennung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The goal of this longitudinal study was to examine which skills in early literacy determine the development of word recognition, reading comprehension, and spelling in the 2nd grade of the elementary school. A cohort of pupils was followed and tested during the 2nd year of kindergarten and the beginning of the 1st and 2nd grade. It appeared that mainly 2 skills determined the development of word recognition: rapid naming of letters and knowledge of letters. Reading comprehension was predicted to a large extent by vocabulary, rapid naming of letters, letter knowledge, and phonemic awareness. The skills that determined the development of spelling were rapid naming of numbers and letter knowledge. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10