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Semantic and phonological skills in predicting reading development: From 3 – 16 years of age
Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för pedagogik.
Vise andre og tillknytning
2005 (engelsk)Inngår i: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 11, nr 2, s. 79-92Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books.The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence. Copyright © 2005 John Wiley & Sons, Ltd

sted, utgiver, år, opplag, sider
2005. Vol. 11, nr 2, s. 79-92
Identifikatorer
URN: urn:nbn:se:hig:diva-2395DOI: 10.1002/dys.292ISI: 000229444800001PubMedID: 15918368OAI: oai:DiVA.org:hig-2395DiVA, id: diva2:119057
Tilgjengelig fra: 2007-03-15 Laget: 2007-03-15 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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