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Simple Search
Hits 1 – 8 of 8
1
Rapid automatized naming and reading performance: a meta-analysis
Petersson, Karl Magnus
;
Araújo, Susana
;
Faisca, Luis
. - : American Psychological Association, 2015
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2
Preschool predictors of early literacy acquisition in German-speaking children
Fricke, Silke
;
Szczerbinski, Marcin
;
Fox-Boyer, Annette
;
Stackhouse, Joy
. - : John Wiley & Sons, Inc., 2015
Abstract:
Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy acquisition. This study, therefore, aimed to examine the development of these predictors and their relationship with literacy acquisition through a longitudinal investigation of German-speaking children. Seventy-eight children growing up monolingual German were assessed three times: a few months before starting school (mean age = 5 years 11 months), in grade 1 (mean age = 6 years 11 months), and in grade 2 (mean age = 7 years 10 months). Cognitive predictors were measured at preschool, and literacy outcomes (reading accuracy, speed, comprehension, and spelling) were measured in grades 1 and 2. Correlational and path analyses revealed a complex pattern of relationships between cognitive and literacy skills dependent on the aspect of literacy being measured and the timepoint. Overall, the most important predictor of literacy skill in grade 2 was earlier literacy skills, followed by letter knowledge and RAN. Phonological awareness was less important than RAN, and oral language skills (i.e., vocabulary, grammar comprehension) were least important. The implications of these findings for the understanding of cognitive mechanisms of literacy acquisition and for early detection of literacy difficulties are discussed.
Keyword:
Broader language skills
;
Double-deficit hypothesis
;
Early reading development
;
Letter-sound knowledge
;
Naming speed
;
Orthographic consistency
;
Phoneme awareness
;
Phonological awareness
;
Regular orthography
;
Short-term memory
URL:
https://doi.org/10.1002/rrq.116
http://hdl.handle.net/10468/11615
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3
A taxometric investigation of developmental dyslexia subtypes. Dyslexia
Beth A. O’brien
;
Maureen Lovett
;
Maryanne Wolf
...
In: https://www.researchgate.net/profile/Maureen_Lovett/publication/237775489_An_Investigation_of_Subtypes_of_Developmental_Dyslexia_using_Taxometric_Classification/links/53fcadd70cf22f21c2f3f54c.pdf (2012)
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4
The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles
Stern, Susan K
In: Psychology Theses (2010)
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5
Timing is everything: Early identification and the Double Deficit Hypothesis
Steacy, LAURA
. - 2009
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6
Timing is everything: Early identification and the Double Deficit Hypothesis
Steacy, Laura
. - 2009
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7
The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading
Wolf, Maryanne
;
Morris, Robin
;
Lovett, Maureen
...
In: Psychology Faculty Publications (2008)
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8
On the association between serial naming speed for letters and digits and word-reading skill: Towards a developmental account
Bowey, Judith A.
;
McGuigan, Michaela
;
Ruschena, Annette
. - : Wiley-Blackwell Publishing, 2005
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