Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study from Kindergarten to Grade 3

Autor/inn/en	Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija
Titel	Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study from Kindergarten to Grade 3
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 62 (2016) 2, S.179-206, Artikel 4 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Longitudinal Studies; Kindergarten; Grade 1; Grade 2; Grade 3; Reading; Finno Ugric Languages; Phonological Awareness; Alphabets; Naming; Vocabulary; Listening Comprehension; Reading Fluency; Reading Comprehension; Models; Validity; Predictor Variables; Elementary School Students; Foreign Countries; Structural Equation Models; Intelligence Tests; Verbal Ability; Statistical Analysis; Finland; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leseprozess; Lesen; Buchstabenschrift; Wortschatz; Hörverständnis; Leseverstehen; Analogiemodell; Gültigkeit; Prädiktor; Ausland; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Finnland
Abstract	This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten to Grade 3. Their cognitive skills were assessed in kindergarten, listening comprehension and reading fluency in Grades 1 and 2, and reading comprehension in Grades 1-3. Reading fluency and listening comprehension accounted for 37% of the variance in reading comprehension in Grade 2 and 28% in Grade 3. The direct effect of reading fluency on reading comprehension disappeared after Grade 1, whereas the effect of listening comprehension remained significant across time. Cognitive skills predicted reading comprehension mainly indirectly via listening comprehension and reading fluency in Grade 1. These findings support the validity of the SVR model in the context of a transparent orthography, but they also show that the direct effect of reading fluency on reading comprehension wanes after the early school years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01