Children's phonological awareness as a predictor of reading and spelling. A systematic review of longitudinal research in German-speaking countries.

Autor/in	Pfost, Maximilian
Titel	Children's phonological awareness as a predictor of reading and spelling. A systematic review of longitudinal research in German-speaking countries.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 47 (2015) 3, S. 123-138Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000141
Schlagwörter	Fonem; Fonologie; Fonologische Bewusstheit; Buchstabieren; Lesefertigkeit; Leseleistung; Lesen; Bewusstheit; Entwicklung; Leistungsprognose
Abstract	Numerous observational and experimental studies have shown that phonological awareness relates to reading and spelling. However, most studies were conducted in English-speaking countries, neglecting the issue of the generalizability of the findings across different orthographies. This meta-analysis focused exclusively on studies from German-speaking countries and explored how measures of phonological awareness relate longitudinally to reading and spelling. It summarized 19 manuscripts reporting the results of 21 independent studies. Results indicated a mean effect size of Z_r = 0.318 (r = .308) for the relation between phonological awareness and later reading and spelling. Moderator analyses showed that phonological awareness on the rhyme level was less related to reading and spelling than phonological awareness on the phoneme level. Furthermore, the predictive power of phonological awareness remained substantial even for children beyond the second grade. The findings suggest that research on reading and spelling development should take into account the characteristics of German orthography. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2016/1