Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes: Strong to Accuracy but Only Minor to Fluency

Autor/inn/en	Puolakanaho, Anne; Ahonen, Timo; Aro, Mikko; Eklund, Kenneth; Leppanen, Paavo H. T.; Poikkeus, Anna-Maija; Tolvanen, Asko; Torppa, Minna; Lyytinen, Heikki
Titel	Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes: Strong to Accuracy but Only Minor to Fluency
Quelle	In: Journal of Learning Disabilities, 41 (2008) 4, S.353-370 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219407311747
Schlagwörter	Reading Difficulties; Reading Fluency; Structural Equation Models; Dyslexia; Phonological Awareness; Short Term Memory; Decoding (Reading); Language Processing; Grade 2; Reading Skills; Foreign Countries; Longitudinal Studies; Spelling; Language Skills; Predictor Variables; Vocabulary; Finland + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kurzzeitgedächtnis; Dekodierung; Sprachverarbeitung; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schreibweise; Language skill; Sprachkompetenz; Prädiktor; Wortschatz; Finnland
Abstract	The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyvaskyla Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills. (Contains 3 tables, 3 figures, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10