A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä

Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9




TekijätKjeldsen AC, Karna A, Niemi P, Olofsson A, Witting K

KustantajaROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Julkaisuvuosi2014

JournalScientific Studies of Reading

Tietokannassa oleva lehden nimiSCIENTIFIC STUDIES OF READING

Lehden akronyymiSCI STUD READ

Vuosikerta18

Numero6

Aloitussivu452

Lopetussivu467

Sivujen määrä16

ISSN1088-8438

DOIhttps://doi.org/10.1080/10888438.2014.940080


Tiivistelmä

The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.



Ladattava julkaisu

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.





Last updated on 2024-26-11 at 23:53