Literaturnachweis - Detailanzeige
| Autor/inn/en | Babayigit, Selma; Stainthorp, Rhona |
|---|---|
| Titel | Correlates of Early Reading Comprehension Skills: A Componential Analysis |
| Quelle | In: Educational Psychology, 34 (2014) 2, S.185-207 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2013.785045 |
| Schlagwörter | Listening Comprehension; Vocabulary; Grammar; Short Term Memory; Verbal Ability; Reading Instruction; Individual Differences; Reading Comprehension; Kindergarten; Correlation; Beginning Reading; Word Recognition; Elementary School Students; Turkish; Foreign Countries; Thinking Skills; Logical Thinking; Cyprus; Raven Progressive Matrices; Wechsler Intelligence Scale for Children |
| Abstract | This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children's reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme-phoneme relationships of the Turkish orthography. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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