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Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language [<Journal>]
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DNB Subject Category Language
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Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?
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In: Front Hum Neurosci (2021)
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A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Preschool morphological training produces long-term improvements in reading comprehension
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The Foundations of Literacy Development in Children at Familial Risk of Dyslexia
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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Caravolas, Markéta; Lervåg, Arne; Mousikou, Petroula; Efrim, Corina; Litavský, Miroslav; Onochie-Quintanilla, Eduardo; Salas, Naymé; Schöffelová, Miroslava; Defior, Sylvia; Mikulajová, Marína; Seidlová-Málková, Gabriela; Hulme, Charles. - : SAGE Publications, 2012
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Abstract:
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. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.
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Keyword:
Research Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724272
http://www.ncbi.nlm.nih.gov/pubmed/22555967
https://doi.org/10.1177/0956797611434536
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