Sounds, Letters and Meanings: The Independent Influences of Phonological, Morphological and Orthographic Skills on Early Word Reading Accuracy

Autor/in	Deacon, S. Helene
Titel	Sounds, Letters and Meanings: The Independent Influences of Phonological, Morphological and Orthographic Skills on Early Word Reading Accuracy
Quelle	In: Journal of Research in Reading, 35 (2012) 4, S.456-475 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01496.x
Schlagwörter	Reading Difficulties; Phonological Awareness; Grade 3; Grade 1; Morphology (Languages); Vocabulary; Oral Language; Written Language; Foreign Countries; Elementary School Students; Correlation; Predictor Variables; Regression (Statistics); Reliability; Measurement; Canada; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Morphology; Morphologie; Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Ausland; Korrelation; Prädiktor; Regression; Regressionsanalyse; Reliabilität; Messverfahren; Kanada
Abstract	This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English-speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of the three reading-related variables made an independent contribution to both real and pseudoword reading. Independent contributions of phonological awareness (7-17%) were consistently larger than those of orthographic processing (5-10%) or of morphological awareness (1-2%). In terms of differences between the grades, there was particular evidence of an increase in greater contribution of orthographic processing to pseudoword reading at Grade 3 than at Grade 1. These findings are discussed in light of current models of reading development. (Contains 7 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10