Common patterns of prediction of literacy development in different alphabetic orthographies

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F12%3A10106981" target="_blank" >RIV/00216208:11410/12:10106981 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.eldel.eu/sites/default/files/Caravolas%20et%20al.%20PS2012.pdf" target="_blank" >http://www.eldel.eu/sites/default/files/Caravolas%20et%20al.%20PS2012.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Common patterns of prediction of literacy development in different alphabetic orthographies

Popis výsledku v původním jazyce

Previous studies have shown that phoneme awareness, letter-sound knowledge,rapid automatized naming (RAN) and verbal memory span, are reliable correlates of learning to read in English. The extent to which these different predictors are of the same relative importance within different languages remains uncertain however. We present the results from a 10-month longitudinal study starting just before or soon after the start of formal literacy instruction in 4 languages (English,Spanish, Slovak, Czech). Longitudinal path analyses show that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction are reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion thatphoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read in all alphabetic orthographies.

Název v anglickém jazyce

Common patterns of prediction of literacy development in different alphabetic orthographies

Popis výsledku anglicky

Previous studies have shown that phoneme awareness, letter-sound knowledge,rapid automatized naming (RAN) and verbal memory span, are reliable correlates of learning to read in English. The extent to which these different predictors are of the same relative importance within different languages remains uncertain however. We present the results from a 10-month longitudinal study starting just before or soon after the start of formal literacy instruction in 4 languages (English,Spanish, Slovak, Czech). Longitudinal path analyses show that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction are reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion thatphoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read in all alphabetic orthographies.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Psychological Science

ISSN

0956-7976

e-ISSN

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Svazek periodika

vol. 23

Číslo periodika v rámci svazku

June 2012

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

8

Strana od-do

678-686

Kód UT WoS článku

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EID výsledku v databázi Scopus

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