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Titel
Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study
Autoren GND-ID ORCID; GND-ID ORCID
OriginalveröffentlichungLearning and instruction (2019) 59, S. 46-53 ZDB
Dokument (formal und inhaltlich überarbeitete Version)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Prädiktor; Lesenlernen; Buchstabieren; Lesefertigkeit; Phonologie; Bewusstheit; Schulanfang; Schulanfänger; Alphabetisierung; Beginn; Längsschnittuntersuchung; Deutschland
TeildisziplinEmpirische Bildungsforschung
DokumentartAufsatz (Zeitschrift)
ISSN0959-4752
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal study with 65 German speaking children, the effects of literacy predictors on reading and spelling abilities were compared before and after school entry. Phonological awareness, letter sound knowledge, and rapid naming were assessed before and after school entry. In addition, reading and spelling abilities were assessed at the end of first grade. Path model analyses showed that letter sound knowledge before school entry predicted reading and spelling at the end of first grade, while rapid naming after school entry predicted reading but not spelling abilities. This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities.
weitere Beiträge dieser ZeitschriftLearning and instruction Jahr: 2019
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PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am01.01.2021
Empfohlene ZitierungSchmitterer, Alexandra M. A.; Schroeder, Sascha: Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study - In: Learning and instruction (2019) 59, S. 46-53 - URN: urn:nbn:de:0111-pedocs-193853 - DOI: 10.1016/j.learninstruc.2018.09.005
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