Literaturnachweis - Detailanzeige
| Autor/inn/en | Anthony, Jason L.; Lonigan, Christopher J.; Burgess, Stephen R.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G. |
|---|---|
| Titel | Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes. |
| Quelle | In: Journal of Experimental Child Psychology, 82 (2002) 1, S.65-92 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| Schlagwörter | Age Differences; Cross Sectional Studies; Decoding (Reading); Factor Analysis; Knowledge Level; Models; Phonemes; Phonology; Preschool Children; Rhyme; Syllables Age; Difference; Age difference; Altersunterschied; Dekodierung; Faktorenanalyse; Wissensbasis; Analogiemodell; Fonem; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reim; Silbe |
| Abstract | This study examined relations among sensitivity to words, syllables, rhymes, and phonemes in older and younger preschoolers. Confirmatory factor analyses found that a one-factor model best explained the date from both groups of children. Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary decoding. Findings support a developmental conceptualization of phonological sensitivity. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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