A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

Autor/inn/en	Caravolas, Markéta; Lervåg, Arne; Mikulajová, Marína; Defior, Sylvia; Seidlová-Málková, Gabriela; Hulme, Charles
Titel	A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
Quelle	In: Scientific Studies of Reading, 23 (2019) 5, S.386-402 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1580284
Schlagwörter	Contrastive Linguistics; Longitudinal Studies; Reading Comprehension; Grade 2; Elementary School Students; Spanish; Slavic Languages; Phonemic Awareness; Kindergarten; English; Role; Alphabets; Naming; Decoding (Reading); Prediction; Reading Skills; Skill Development; Language Acquisition; Reading Tests; Cognitive Development; Intelligence Tests; Young Children; Gates MacGinitie Reading Tests; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; Spanisch; Slawische Sprache; English language; Englisch; Rollen; Buchstabenschrift; Dekodierung; Vorhersage; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachaneignung; Spracherwerb; Lesetest; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit
Abstract	The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01