The Precursors of Reading Ability in Young Readers: Evidence from a Four-Year Longitudinal Study

Autor/inn/en	Oakhill, Jane V.; Cain, Kate
Titel	The Precursors of Reading Ability in Young Readers: Evidence from a Four-Year Longitudinal Study
Quelle	In: Scientific Studies of Reading, 16 (2012) 2, S.91-121 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2010.529219
Schlagwörter	Foreign Countries; Reading Comprehension; Word Recognition; Accuracy; Grade 2; Grade 3; Grade 4; Grade 5; Longitudinal Studies; Reading Ability; Phonological Awareness; Evidence; Vocabulary Skills; Verbal Ability; Story Grammar; Predictor Variables; Reading Skills; United Kingdom; Neale Analysis of Reading Ability + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Worterkennung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading competence; Lesekompetenz; Evidenz; Aktiver Wortschatz; Mündliche Leistung; Prädiktor; Reading skill; Lesefertigkeit; Großbritannien
Abstract	We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a strong predictor of comprehension in Year 6; vocabulary and verbal IQ also made significant unique contributions to the prediction of comprehension ability across time. Three comprehension components (inference, comprehension monitoring, and knowledge and use of story structure) emerged as distinct predictors of reading comprehension in Year 6, even after the autoregressive effect of comprehension was controlled. For word reading accuracy, early measures of word reading accuracy and phonemic awareness predicted later performance. (Contains 2 figures, 5 tables and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10