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Ariadne Pfad:

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Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
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OriginalveröffentlichungReading and writing 34 (2021) 9, S. 2317-2336 ZDB
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DokumentartAufsatz (Zeitschrift)
ISSN1573-0905; 15730905
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; Mage = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, during the early phases of learning to read, pause time holds the key in the relation between RAN and reading fluency. (DIPF/Orig,)
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Eintrag erfolgte am04.10.2022
QuellenangabeHuschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus: Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German - In: Reading and writing 34 (2021) 9, S. 2317-2336 - URN: urn:nbn:de:0111-pedocs-254603 - DOI: 10.25656/01:25460; 10.1007/s11145-021-10145-6
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