Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study.

Autor/inn/en	Schmitterer, Alexandra M. A.; Schroeder, Sascha
Titel	Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study.
Quelle	In: Learning and instruction, (2019) 59, S. 46-53Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2018.09.005
URN	urn:nbn:de:0111-pedocs-193853
Schlagwörter	Längsschnittuntersuchung; Schulanfang; Buchstabieren; Lesefertigkeit; Lesenlernen; Prädiktor; Alphabetisierung; Bewusstheit; Schulanfänger; Deutschland
Abstract	Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal study with 65 German speaking children, the effects of literacy predictors on reading and spelling abilities were compared before and after school entry. Phonological awareness, letter sound knowledge, and rapid naming were assessed before and after school entry. In addition, reading and spelling abilities were assessed at the end of first grade. Path model analyses showed that letter sound knowledge before school entry predicted reading and spelling at the end of first grade, while rapid naming after school entry predicted reading but not spelling abilities. This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3