Literaturnachweis - Detailanzeige
| Autor/in | Suggate, Sebastian P. |
|---|---|
| Titel | The Parable of the Sower and the Long-Term Effects of Early Reading |
| Quelle | In: European Early Childhood Education Research Journal, 23 (2015) 4, S.524-544 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1350-293X |
| DOI | 10.1080/1350293X.2015.1087154 |
| Schlagwörter | Early Reading; Reading Skills; Prediction; Child Development; Developmental Stages; Language Acquisition; Word Recognition; Hypothesis Testing; Biblical Literature; Reading Comprehension; Intervention; Literature Reviews; Young Children; Skill Development; Age Differences; Comparative Analysis |
| Abstract | Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality). The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative research suggests that early reading shows only short-term effects for reading skills that later wash out. Based on different developmental trajectories of language and word recognition skills (WRS), it is hypothesised that: (1) children who learn to read later acquire WRS more readily; and (2) acquiring WRS earlier does not improve language development. Thus, reading instruction falling "on good soil [produces] a hundred times as much grain" (Luke, 8:8), but early reading skills do not improve the "soil," simply "withering" until children's language is more developed. (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 |
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