Early Cognitive and Linguistic Profiles of Different Types of 7- to 8-Year-Old Readers

Autor/inn/en	Potocki, Anna; Ecalle, Jean; Magnan, Annie
Titel	Early Cognitive and Linguistic Profiles of Different Types of 7- to 8-Year-Old Readers
Quelle	In: Journal of Research in Reading, 40 (2017), (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12076
Schlagwörter	Profiles; Reading Comprehension; Reading Difficulties; Naming; Comparative Analysis; Grade 2; Elementary School Students; Kindergarten; Vocabulary Skills; Inferences; Short Term Memory; Morphology (Languages); Alphabets; Verbal Ability; Identification; At Risk Students; Remedial Instruction; Measures (Individuals); Longitudinal Studies + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Aktiver Wortschatz; Inference; Inferenz; Kurzzeitgedächtnis; Morphology; Morphologie; Buchstabenschrift; Mündliche Leistung; Identifikation; Identifizierung; Förderkurs; Messdaten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The aim of this study was to investigate the early characteristics of four profiles of readers established in second grade (7-8 years of age): good readers, specific poor decoders, specific poor comprehenders and general poor readers. These profiles were compared retrospectively on a range of measures administered 2 years earlier, in kindergarten. These measures were based on factors known to be predictors of either decoding skills or comprehension performance. The results showed that children experiencing comprehension difficulties in second grade have early deficits in vocabulary, inferencing, working memory and morphology, while the children with decoding difficulties have limited letter knowledge and rapid naming performance. Phonological skills and verbal short-term memory appeared to be deficient in all three profiles of struggling readers. These results are discussed in terms of the early identification of at-risk children in kindergarten and the remedial programmes that could be provided to them at an early stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01