Developmental Changes in the Relations between RAN, Phonological Awareness, and Reading in Spanish Children

Autor/inn/en	Rodríguez, Cristina; van den Boer, Madelon; Jiménez, Juan E.; de Jong, Peter F.
Titel	Developmental Changes in the Relations between RAN, Phonological Awareness, and Reading in Spanish Children
Quelle	In: Scientific Studies of Reading, 19 (2015) 4, S.273-288 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2015.1025271
Schlagwörter	Phonological Awareness; Reading Fluency; Naming; Case Studies; Reading Instruction; Spanish; Elementary School Students; Reading Strategies; Decoding (Reading); Sight Vocabulary; Task Analysis; Structural Equation Models; Reading Improvement; Reading Processes; Syllables; Age Differences; Word Recognition; Foreign Countries; Statistical Analysis; Regression (Statistics); Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Leseunterricht; Spanisch; Reading strategy; Leselernstufe; Lesetechnik; Dekodierung; Aufgabenanalyse; Leseprozess; Silbe; Age; Difference; Age difference; Altersunterschied; Worterkennung; Ausland; Statistische Analyse; Regression; Regressionsanalyse; Spanien
Abstract	We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN-reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA-reading relationship was low but slightly increased in the higher grades. As predicted, the RAN-reading relationship decreased for words, whereas the relationship remained stable for pseudowords. (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	2020/1/01