Component Processes of Early Reading, Spelling, and Narrative Writing Skills in Turkish: A Longitudinal Study

Autor/inn/en	Babayigit, Selma; Stainthorp, Rhona
Titel	Component Processes of Early Reading, Spelling, and Narrative Writing Skills in Turkish: A Longitudinal Study
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 23 (2010) 5, S.539-568 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-009-9173-y
Schlagwörter	Writing (Composition); Spelling; Early Reading; Grammar; Short Term Memory; Writing Skills; Grade 2; Reading Rate; Grade 1; Turkish; Longitudinal Studies; Children; Handwriting; Phonemes; Models; Correlation + Suchen Sie Ihr Suchwort? Schreibübung; Schreibweise; Frühlesen; Grammatik; Kurzzeitgedächtnis; Writing skill; Schreibfertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Reading readiness; Reading speed; Lesegeschwindigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Türkisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Handschrift; Fonem; Analogiemodell; Korrelation
Abstract	The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10