Associations between Early Pre-Reading and Phonological Skills in the Light of Auditory Word Recognition and Lexical Ability

Autor/inn/en	Aalto, Eija; Saaristo-Helin, Katri; Stolt, Suvi
Titel	Associations between Early Pre-Reading and Phonological Skills in the Light of Auditory Word Recognition and Lexical Ability
Quelle	In: First Language, 43 (2023) 3, S.237-252 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aalto, Eija) ORCID (Stolt, Suvi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/01427237221135844
Schlagwörter	Correlation; Auditory Perception; Word Recognition; Naming; Phonology; Prereading Experience; Preschool Children; Finno Ugric Languages; Measures (Individuals); Language Acquisition; Foreign Countries; Vocabulary Skills; Longitudinal Studies; Task Analysis; Finland + Suchen Sie Ihr Suchwort? Korrelation; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Worterkennung; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Sprachaneignung; Spracherwerb; Ausland; Aktiver Wortschatz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufgabenanalyse; Finnland
Abstract	The association between pre-reading skills and phonological production skills has been shown at school age, but less is known about how these skills interact at an earlier age when they are just developing. The focus was to investigate whether a connection between pre-reading skills (letter naming, rapid automatised naming; RAN) and phonological production skills of children at 3;6 could be found. In addition, the possible effects of the following skills were considered in the analysis: auditory word recognition and lexical ability at 3;6; and early expressive lexicon size at 2;0, adding a longitudinal aspect to the study. The participants were Finnish-speaking children (n = 66). The results show a significant connection between letter naming skills and phonological measures (paradigmatic and phonotactic skills) at 3;6, whereas no association was found between RAN and phonological production skills. Phonological production skills were significantly correlated with all the variables: pre-reading, lexical and auditory word recognition. The pre-reading measure correlated only with phonological production skills and lexical ability that was measured concurrently at 3;6. The findings propose a central role for the phonological production skill in terms of pre-reading skills, auditory word recognition and previous and concurrent lexical ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01