A Longitudinal Literacy Profile of Greek Precocious Readers

Autor/inn/en	Tafa, Eufimia; Manolitsis, George
Titel	A Longitudinal Literacy Profile of Greek Precocious Readers
Quelle	In: Reading Research Quarterly, 43 (2008) 2, S.165-185 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.43.2.4
Schlagwörter	Reading Comprehension; Spelling; Reading Fluency; Program Effectiveness; Kindergarten; Grade 4; Literacy; Grade 2; Grade 1; Greek; Foreign Countries; Longitudinal Studies; Phonological Awareness; Grade 3; Elementary School Students; Reading Skills; Scores; Comparative Analysis; Skill Development; Greece + Suchen Sie Ihr Suchwort? Leseverstehen; Schreibweise; School year 04; 4. Schuljahr; Schuljahr 04; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Grieche; Griechisch; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Griechenland
Abstract	The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances, whether these differences remained stable over the students' five years of primary school education. In addition, this study investigated whether precocious readers' literacy development followed the same path as that of the majority of children. It was hypothesized that because of the shallowness of Greek orthography, precocious readers would have an advantage in reading, spelling, and phonological-awareness tasks in the initial grades but that this advantage would diminish by the fourth grade. The data analyses showed that precocious readers' advantage in reading comprehension and spelling remained stable until second grade, although their advantage in reading fluency was maintained up to the fourth grade. The precocious readers' performance on phonological-awareness tasks was superior to that of the comparison group in kindergarten; however, by the end of first grade, both groups of children achieved similar scores on almost all phonological tasks. It would seem that due to the nature of the Greek language, these Greek-speaking children acquired an explicit awareness of the language's phonological structure early in their school careers. The results also showed that the literacy development of both groups of children followed the same path; however, the precocious readers moved along this path more rapidly than their nonprecocious counterparts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10