Literaturnachweis - Detailanzeige
| Autor/inn/en | Clayton, Francina J.; West, Gillian; Sears, Claire; Hulme, Charles; Lervåg, Arne |
|---|---|
| Titel | A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development |
| Quelle | In: Scientific Studies of Reading, 24 (2020) 2, S.91-107 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (West, Gillian) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2019.1622546 |
| Schlagwörter | Elementary School Students; Grade 1; Beginning Reading; Phoneme Grapheme Correspondence; Phonemic Awareness; Alphabets; Naming; Predictor Variables; Foreign Countries; Decoding (Reading); Word Recognition; Reading Tests; Reading Skills; United Kingdom (London) |
| Abstract | It is now widely accepted that phonological language skills are a critical foundation for learning to read (decode). This longitudinal study investigated the predictive relationship between a range of key phonological language skills and early reading development in a sample of 191 children in their first year at school. The study also explored the theory that a failure to establish automatic associations between letters and speech sounds is a proximal causal risk factor for difficulties in learning to read. Our findings show that automatic letter-sound associations are established early, but do not predict variations in reading development. In contrast, phoneme awareness, letter-sound knowledge and alphanumeric RAN were all strong independent predictors of reading development. In addition, both phoneme awareness and RAN displayed a reciprocal relationship with reading, such that the growth of reading predicted improvements in these skills. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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