Preschool Predictors of Early Literacy Acquisition in German-Speaking Children

Autor/inn/en	Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette; Stackhouse, Joy
Titel	Preschool Predictors of Early Literacy Acquisition in German-Speaking Children
Quelle	In: Reading Research Quarterly, 51 (2016) 1, S.29-53 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Phonological Awareness; Literacy; Naming; German; Language Acquisition; Monolingualism; Predictor Variables; Path Analysis; Correlation; Preschool Children; Grade 1; Grade 2; Primary Education; Oral Language; Alphabets; Longitudinal Studies; Reading Rate; Reading Comprehension; Spelling; Grammar; Language Skills; Vocabulary Development; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Deutscher; Sprachaneignung; Spracherwerb; Prädiktor; Pfadanalyse; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Oral interpretation; Mündlicher Sprachgebrauch; Buchstabenschrift; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Schreibweise; Grammatik; Language skill; Sprachkompetenz; Wortschatzarbeit; Ausland; Deutschland
Abstract	Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy acquisition. This study, therefore, aimed to examine the development of these predictors and their relationship with literacy acquisition through a longitudinal investigation of German-speaking children. Seventy-eight children growing up monolingual German were assessed three times: a few months before starting school (mean age = 5 years 11 months), in grade 1 (mean age = 6 years 11 months), and in grade 2 (mean age = 7 years 10 months). Cognitive predictors were measured at preschool, and literacy outcomes (reading accuracy, speed, comprehension, and spelling) were measured in grades 1 and 2. Correlational and path analyses revealed a complex pattern of relationships between cognitive and literacy skills dependent on the aspect of literacy being measured and the timepoint. Overall, the most important predictor of literacy skill in grade 2 was earlier literacy skills, followed by letter knowledge and RAN. Phonological awareness was less important than RAN, and oral language skills (i.e., vocabulary, grammar comprehension) were least important. The implications of these findings for the understanding of cognitive mechanisms of literacy acquisition and for early detection of literacy difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01