Literaturnachweis - Detailanzeige
Autor/inn/en | Sprenger-Charolles, Liliane; Siegel, Linda S. |
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Titel | A Longitudinal Study of the Effects of Syllabic Structure on the Development of Reading and Spelling Skills in French. |
Quelle | In: Applied Psycholinguistics, 18 (1997) 4, S.485-505 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0142-7164 |
Schlagwörter | Consonants; Elementary School Students; Error Analysis (Language); French; Grade 1; Hypothesis Testing; Longitudinal Studies; Models; Phonology; Predictive Validity; Primary Education; Reading Instruction; Reading Skills; Spelling; Syllables; Vowels Error analysis; Language; Fehleranalyse; Französisch; School year 01; 1. Schuljahr; Schuljahr 01; Hypothesenprüfung; Hypothesentest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Fonologie; Primarbereich; Leseunterricht; Reading skill; Lesefertigkeit; Schreibweise; Silbe |
Abstract | Tested the hypothesis that phonological mediation plays a critical role in the early development of reading and spelling in French. The findings corroborated predictions regarding performance involving pseudowords of different syllablic structures except for the failure to find differences between open and closed syllables. Results confirmed the importance of phonological mediation in these initial stages. (55 references) (Author/CK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |