Differences in Oral Language Growth between Children with and without Literacy Difficulties: Evidence from Early Phases of Learning to Read and Spell in Greek

Autor/inn/en	Kargiotidis, Apostolos; Grigorakis, Ioannis; Mouzaki, Angeliki; Manolitsis, George
Titel	Differences in Oral Language Growth between Children with and without Literacy Difficulties: Evidence from Early Phases of Learning to Read and Spell in Greek
Quelle	In: Australian Journal of Learning Difficulties, 26 (2021) 2, S.89-112 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manolitsis, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2021.1961160
Schlagwörter	Oral Language; Vocabulary Development; Elementary School Teachers; Phonological Awareness; Grade 1; Grade 2; Morphology (Languages); Spelling; Reading Difficulties; Intervention; Greek; Native Language; Metalinguistics; Language Tests; Naming; Reading Tests; Reading Rate; Comparative Analysis; Identification; Foreign Countries; Children; Intelligence Tests; Longitudinal Studies; Literacy; Scores; Language Skills; Correlation; Greece; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Morphology; Morphologie; Schreibweise; Reading difficulty; Leseschwierigkeit; Grieche; Griechisch; Metalanguage; Metasprache; Language test; Sprachtest; Lesetest; Reading readiness; Reading speed; Lesegeschwindigkeit; Identifikation; Identifizierung; Ausland; Child; Kind; Kinder; Intelligence test; Intelligenztest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Korrelation; Griechenland
Abstract	The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the assessment of oral language growth. Reading skills were individually assessed in grade 1 and together with spelling in grade 2. Results showed that PA, MA, and RAN growth differed between children with and without LD. Furthermore, children with spelling difficulties, either single or mixed with reading difficulties, presented a slower MA growth rate than children with single reading difficulties. These findings are informative of the early prognosis and intervention of LD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01