Verbal and Non-Verbal Analogical Reasoning in the Emergent Literacy Period: An Exploratory Analysis of the Influence of AR Modality on Listening Comprehension, Phonological Awareness and Lexical Skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas)

Autor/inn/en	Norambuena, Yeniè S.; Riffo, Bernardo E.; Sáez, Katia L.
Titel	Verbal and Non-Verbal Analogical Reasoning in the Emergent Literacy Period: An Exploratory Analysis of the Influence of AR Modality on Listening Comprehension, Phonological Awareness and Lexical Skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 2, S.247-279 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Norambuena, Yeniè S.) ORCID (Riffo, Bernardo E.) ORCID (Sáez, Katia L.)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2021.1992105
Schlagwörter	Verbal Ability; Nonverbal Ability; Spanish Speaking; Preschool Children; Language Acquisition; Case Studies; Phonological Awareness; Age Differences; Predictor Variables; Emergent Literacy; Listening Comprehension; Vocabulary Skills; Correlation; Models; Foreign Countries; Intelligence Tests; Gender Differences; Monolingualism; Chile; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Mündliche Leistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Case study; Fallstudie; Case Study; Age; Difference; Age difference; Altersunterschied; Prädiktor; Frühleseunterricht; Hörverständnis; Aktiver Wortschatz; Korrelation; Analogiemodell; Ausland; Intelligence test; Intelligenztest; Geschlechterkonflikt
Abstract	Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01