A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

被引：59

作者：

Caravolas, Marketa ^{[1
]}

Lervag, Arne ^{[2
]}

Mikulajova, Marina ^{[3
]}

Defior, Sylvia ^{[4
]}

Seidlova-Malkova, Gabriela ^{[5
]}

Hulme, Charles ^{[6
]}

机构：

[1] Bangor Univ, Adeilad Brigantia, Bangor LL57 2AS, Gwynedd, Wales

[2] Univ Oslo, Oslo, Norway

[3] Comenius Univ, Bratislava, Slovakia

[4] Univ Granada, Granada, Spain

[5] Charles Univ Prague, Prague, Czech Republic

[6] Univ Oxford, Oxford, England

来源：

SCIENTIFIC STUDIES OF READING | 2019年 / 23卷 / 05期

关键词：

SIMPLE VIEW; WORD RECOGNITION; LITERACY DEVELOPMENT; PREDICTORS; SKILLS; LANGUAGE; KINDERGARTEN; PATTERNS; FLUENCY; ENGLISH;

D O I：

10.1080/10888438.2019.1580284

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.

引用

页码：386 / 402

页数：17

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