Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills.

Autor/inn/en	Ehm, Jan-Henning; Lonnemann, Jan; Brandenburg, Janin; Huschka, Sina Simone; Hasselhorn, Marcus; Lervåg, Arne
Titel	Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills.
Quelle	In: Journal of experimental child psychology, (2019) 177, S. 86-99 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0965; 1096-0457
DOI	10.1016/j.jecp.2018.07.006
Schlagwörter	Strukturgleichungsmodell; Arbeitsgedächtnis; Assoziation; Test; Kind; Kindergarten; Feedback; Lautbildung; Einsprachigkeit; Bilingualismus; Regressionsanalyse; Visuelle Wahrnehmung; Lesenlernen; Rechtschreibung; Einflussfaktor; Symbol
Abstract	Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized nam- ing, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4