The Cognitive Bases of Learning to Read and Spell in Greek: Evidence from a Longitudinal Study

Autor/inn/en	Nikolopoulos, Dimitris; Goulandris, Nata; Hulme, Charles; Snowling, Margaret J.
Titel	The Cognitive Bases of Learning to Read and Spell in Greek: Evidence from a Longitudinal Study
Quelle	In: Journal of Experimental Child Psychology, 94 (2006) 1, S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2005.11.006
Schlagwörter	Greek; Longitudinal Studies; Phonemes; Reading Skills; Spelling; Phonology; Language Processing; Grammar; Foreign Countries; Elementary School Students; Predictor Variables; Speech Communication; English; Orthographic Symbols; Cognitive Processes; Greece + Suchen Sie Ihr Suchwort? Grieche; Griechisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fonem; Reading skill; Lesefertigkeit; Schreibweise; Fonologie; Sprachverarbeitung; Grammatik; Ausland; Prädiktor; English language; Englisch; Cognitive process; Kognitiver Prozess; Griechenland
Abstract	We conducted a longitudinal study examining the role of phonemic awareness, phonological processing, and grammatical skills in the development of reading and spelling abilities in Greek. A battery of cognitive, linguistic, and literacy tasks was administered to 131 primary school children (65 7-year-olds and 66 9-year-olds) and was repeated in the following year (8- and 10-year-olds, respectively). Phoneme awareness, speech rate, and rapid automatized naming (RAN) were concurrent predictors of reading rate at Time 1 (T1), and speech rate was a longitudinal predictor of reading rate at Time 2 (T2) when reading at T1 was controlled. The predictors of spelling differed from those of reading; phoneme awareness and speech rate predicted concurrent attainments at T1, and phoneme awareness was a robust longitudinal predictor. Despite the differences in the degree of transparency between the Greek and English orthographies, phoneme awareness predicts variations in learning to read and spell in both languages. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10