Early Cognitive Profiles of Emergent Readers: A Longitudinal Study

Autor/inn/en	Brunswick, Nicola; Martin, G. Neil; Rippon, Georgina
Titel	Early Cognitive Profiles of Emergent Readers: A Longitudinal Study
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 2, S.268-285 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.08.001
Schlagwörter	Beginning Reading; Phonological Awareness; Reading Ability; Spatial Ability; Kindergarten; Grade 1; Rhyme; Grade 2; Emergent Literacy; Memory; Profiles; Longitudinal Studies; English; Native Speakers; Visual Perception; Correlation + Suchen Sie Ihr Suchwort? Erstleseunterricht; Reading competence; Lesekompetenz; Räumliches Vorstellungsvermögen; School year 01; 1. Schuljahr; Schuljahr 01; Reim; School year 02; 2. Schuljahr; Schuljahr 02; Frühleseunterricht; Gedächtnis; Charakterisierung; Profilanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English language; Englisch; Muttersprachler; Visuelle Wahrnehmung; Korrelation
Abstract	This longitudinal study examined the contribution of phonological awareness, phonological memory, and visuospatial ability to reading development in 142 English-speaking children from the start of kindergarten to the middle of Grade 2. Partial cross-lagged analyses revealed significant relationships between early performance on block design and matching letter-like forms tasks and later reading ability. Rhyme awareness correlated with later reading ability during the earliest stages, but onset awareness did not emerge as important until after the children had started reading. Digit span correlated significantly with future reading ability at every stage. These findings indicate that although phonological awareness, phonological memory, and visuospatial ability are all necessary for emergent reading, their relative importance varies across the first 2 years of reading development. (Contains 7 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10