Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

Autor/inn/en	Malenfant, Nathalie; Grondin, Simon; Boivin, Michel; Forget-Dubois, Nadine; Robaey, Philippe; Dionne, Ginette
Titel	Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness
Quelle	In: Child Development, 83 (2012) 4, S.1332-1346 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01777.x
Schlagwörter	Evidence; Reading Difficulties; Reading Comprehension; Phonological Awareness; Nonverbal Ability; Young Children; Phonemes; Vocabulary; Reading Skills; Correlation; Twins; Foreign Countries; Longitudinal Studies; Grade 2; Grade 3; Elementary School Students; Canada (Montreal); Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Evidenz; Reading difficulty; Leseschwierigkeit; Leseverstehen; Frühe Kindheit; Fonem; Wortschatz; Reading skill; Lesefertigkeit; Korrelation; Twin; Zwilling; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual--phonological and visual--pathway model of the association between TP and reading in normative reading skills. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10