search

Advanced Search

Ariadne Pfad:

Inhalt

details

Article (journal) accessible via
URN:
DOI:
Title
Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study
Authors GND-ID ORCID; GND-ID ORCID
SourceLearning and instruction (2019) 59, S. 46-53 ZDB
Document (formally and content revised edition)
License of the document Lizenz-Logo 
Keywords (German)Prädiktor; Lesenlernen; Buchstabieren; Lesefertigkeit; Phonologie; Bewusstheit; Schulanfang; Schulanfänger; Alphabetisierung; Beginn; Längsschnittuntersuchung; Deutschland
sub-disciplineEmpirical Educational Research
Document typeArticle (journal)
ISSN0959-4752
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):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.
other articles of this journalLearning and instruction Jahr: 2019
additional URLsDOI: 10.1016/j.learninstruc.2018.09.005
StatisticsNumber of document requests Number of document requests
Checksumschecksum comparison as proof of integrity
Date of publication01.01.2021
CitationSchmitterer, 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: 10.25656/01:19385
export files

share content at social platforms (only available with Javascript turned on)