A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11240%2F19%3A10371862" target="_blank" >RIV/00216208:11240/19:10371862 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9BWfTU4f_f" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=9BWfTU4f_f</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/10888438.2019.1580284" target="_blank" >10.1080/10888438.2019.1580284</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
Popis výsledku v původním jazyce
The authors present the results of a 2-year longitudinal study of reading development in four languages (English, n=179; Spanish, n=188; Czech, n= 135; Slovak, n=194). In all four languages, early variations in phoneme awareness/letter knowledge, RAN and oral language skills measured in reception/kindergarten class predicted variations in decoding skills at the end of Grade 1. Reading comprehension in Grade 2 in all 4 languages was predicted by variations in decoding skill in Grade 1. For the three consistent orthographies (Spanish, Slovak and Czech), kindergarten language skills were a significant predictor of reading comprehension in Grade 2; this effect was absent in the English sample however where variations in decoding skills were a more powerful predictor of reading comprehension. These results provide the first cross-linguistic, longitudinal evidence confirming the impact of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.
Název v anglickém jazyce
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
Popis výsledku anglicky
The authors present the results of a 2-year longitudinal study of reading development in four languages (English, n=179; Spanish, n=188; Czech, n= 135; Slovak, n=194). In all four languages, early variations in phoneme awareness/letter knowledge, RAN and oral language skills measured in reception/kindergarten class predicted variations in decoding skills at the end of Grade 1. Reading comprehension in Grade 2 in all 4 languages was predicted by variations in decoding skill in Grade 1. For the three consistent orthographies (Spanish, Slovak and Czech), kindergarten language skills were a significant predictor of reading comprehension in Grade 2; this effect was absent in the English sample however where variations in decoding skills were a more powerful predictor of reading comprehension. These results provide the first cross-linguistic, longitudinal evidence confirming the impact of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Scientific Studies of Reading
ISSN
1088-8438
e-ISSN
—
Svazek periodika
23
Číslo periodika v rámci svazku
5
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
17
Strana od-do
386-402
Kód UT WoS článku
000497728200003
EID výsledku v databázi Scopus
2-s2.0-85062985890