کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
10453084 919457 2013 18 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Separating the influences of prereading skills on early word and nonword reading
ترجمه فارسی عنوان
جداسازی تأثیرات مهارتهای پیشین در خواندن کلمات و کلمات غیر زبانی اولیه
کلمات کلیدی
خواندن ورد خواندن غیبت آگاهی واژگان سریع نامگذاری اتوماتیک، پیشرفت خواندن در اوایل، مدل سازی معادلات ساختاری،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 116, Issue 2, October 2013, Pages 278-295
نویسندگان
, , ,