Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one

被引：0

作者：

Jørgen Frost

机构：

[1] Centre for School Psychology,

来源：

Reading and Writing | 2001年 / 14卷

关键词：

Early reading development; Foundation period; Functional letter knowledge; Phonemic awareness;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

This longitudinal study explored the relation betweenpreschool phoneme awareness and initial reading development. Distinctions were made between formal and functional letter knowledge and between foundation and subsequent phases of reading development. 44 children with at least average language comprehension were followed from the beginning of grade 1(7 years) until the end of grade 2. They were divided intotwo groups: one group of 21 children with high phonemic awareness (HPA) and 23 children with low phonemic awareness (LPA) on entering grade 1. The results showed persistent group differences in favour of the HPA children regarding letter-knowledge and word reading. The results confirmed a significant impact of functional letter knowledge on the length of the foundation period and on later reading development. Length of foundation period was shown to have a significant impact on reading development at the end of grades 1 and 2. It is argued that phonemic awareness is an indispensable catalystin the development of initial word processing ability.

引用

页码：615 / 642

页数：27

共 36 条

[1]

Blachman B.A.(1994)What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen,Wagner, and Raschotte Journal of Learning Disabilities 27 287-291

[2]

Bond G.L.(1997)The cooperative research program in first-grade reading instruction Reading Research Quaterly 32 348-427

[3]

Dykstra R.(1983)Categorizing sounds and learning to read: A causal connection Nature 301 419-421

[4]

Bradley L.(1997)Training phonological awareness: A study to evaluate the effects of a program of metalinguistic games in kindergarten Reading and Writing, An Interdisciplinary Journal 9 241-263

[5]

Bryant P.E.(1992)Onset and rime awareness and analogies in reading Reading Research Quaterly 27 153-162

[6]

Brennan F.(1994)Early identification of children at risk for reading disabilities Journal of Learning Disabilities 27 371-382

[7]

Ireson J.(1993)Phonological processing skills and the reading recovery program Journal of Educational Psychology 85 112-126

[8]

Goswami U.(1988)Learning to read and write: A longitudinal study of 54 children from first through fourth grades Journal of Educational Psychology 80 437-447

[9]

Mead F.(1977)Kontrolleret tegneiagttagelse Skolepsykologi 14 190-205

[10]

Hurford D.P.(1991)Effects of a training program for stimulating skills in word analysis in firstgrade children Reading Research Quaterly 28 234-250

← 1 2 3 4 →