Predicting reading literacy in primary school. The contribution of various language indicators in preschool.

Autor/inn/en	Ebert, Susanne; Weinert, Sabine
Titel	Predicting reading literacy in primary school. The contribution of various language indicators in preschool.
Quelle	Aus: Pfost, Maximilian (Hrsg.); Artelt, Cordula (Hrsg.); Weinert, Sabine (Hrsg.): The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies. Bamberg: Univ. of Bamberg Press (2013) S. 93-149Verfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Arbeitsgedächtnis; Fertigkeit; Langzeitgedächtnis; Vorschule; Schuljahr 02; Grundschule; Schüler; Sprechfertigkeit; Grammatik; Sprachkompetenz; Sprechen; Wortschatz; Lesegeschwindigkeit; Lesekompetenz; Deutschland
Abstract	Although children's language competencies in preschool are known to be important predictors of reading literacy, the nature of the relation between early language and later reading literacy is still under debate. This is presumably due to the multicomponential nature of language as well as of reading literacy. In this chapter, the authors begin with a brief overview of theoretical assumptions and empirical results regarding how various facets of language are connected to reading literacy. However, the majority of the existing empirical studies do not clearly differentiate between various aspects of the individual's language and reading literacy and often consider only single aspects of language and/or reading. Therefore, data from the longitudinal BiKS-3-10 study were used to more directly compare the impacts of various indicators of early language competencies on different aspects of reading literacy. Specifically, they considered the importance of (a) phonological information processing skills (phonological working memory, speed of access to long-term memory) and (b) linguistic abilities in the sense of language components (vocabulary, grammar) as well as more integrative language competencies (story reproduction and comprehension, sentence reproduction) in preschool on (c) rather basic reading skills and (d) reading comprehension in the second year of primary school. In contrast to many other studies, the BIKS-3-10 study assessed various potentially relevant language predictors of reading, and in addition, this assessment was conducted at an early age of about 4 years. In particular, the authors examined whether early linguistic abilities in the sense of vocabulary and grammar would be - as often assumed - more strongly associated with reading comprehension, whereas early phonological processing skills would be more strongly associated with more basic aspects of reading development such as reading speed. Additionally, they asked whether integrative language competencies (story reproduction and comprehension, sentence reproduction) would be more predictive of early reading comprehension than measures of linguistic abilities in the sense of language components (i.e., vocabulary, grammar). The results of the BiKS-3-10 study are discussed with regard to different theories and assumptions about the ways in which language is predictive of reading literacy development. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2