Literaturnachweis - Detailanzeige
Autor/inn/en | Paige, David D.; Smith, Grant S.; Rupley, William H. |
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Titel | A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students |
Quelle | In: Literacy Research and Instruction, 62 (2023) 3, S.260-279 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Paige, David D.) ORCID (Rupley, William H.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1938-8071 |
DOI | 10.1080/19388071.2022.2138648 |
Schlagwörter | Phonemic Awareness; Phoneme Grapheme Correspondence; Word Recognition; Reading Skills; Adolescents; Reading Difficulties; African American Students; Urban Schools; Grade 5; Grade 6; Grade 7; Grade 8; Correlation; Spelling; Middle School Students; Private Schools; Special Schools; Test of Word Reading Efficiency; Measures of Academic Progress Worterkennung; Reading skill; Lesefertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Schreibweise; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Private school; Privatschule; Special school; Sonderschule |
Abstract | Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between phonemic awareness, developmental spelling, pseudoword reading, and sight word reading in adolescent students who struggle with reading. Correlation results showed statistically significant relations among all four variables with the largest between phonemic awareness and developmental spelling. Regression results revealed phonemic awareness predicted significant variance in developmental spelling (R2 = 0.51), but not pseudo- or sight word reading. A discontinuity test determined that the influence of phonemic awareness on developmental spelling was consistent across all levels of attainment. Results are discussed from a developmental perspective. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |