1887
The Role of Phonology in Reading
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
USD
Buy:$35.00 + Taxes

Abstract

International research findings have repeatedly confirmed the significance of speech and language processing skills and letter knowledge for successful literacy acquisition. However, the importance of these skills for early literacy success in German speakers remains uncertain. The present longitudinal study aimed to explore this issue. Sixty-nine German-speaking children were assessed in nursery a few months before starting school (mean age 5;11) and in Grade 1 (mean age 6;11) with tests of phonological awareness, rapid automatized naming, expressive vocabulary, grammar comprehension, letter knowledge, and nonverbal reasoning. Grade 1 assessments also included measures of reading accuracy, speed, comprehension, and spelling. The results confirmed that speech and language processing skills and letter knowledge before and around the time of school enrolment explain individual differences in early literacy development, with letter knowledge and phonological awareness emerging as most important predictors. No variance in literacy performance was uniquely predicted by nonverbal reasoning.
Loading

Article metrics loading...

/content/journals/10.1075/wll.11.2.02fri
2008-01-01
2019-10-20
Loading full text...

Full text loading...

References

http://instance.metastore.ingenta.com/content/journals/10.1075/wll.11.2.02fri
Loading
  • Article Type: Research Article

Most Cited This Month

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error