A longitudinal analysis of the connection between oral language and early reading
A longitudinal analysis of the connection between oral language and early reading
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DOI：
10.1080/00220670209596600
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发表时间：
2002-05-01
影响因子：
2.1
通讯作者：
Cooper, DH
中科院分区：
文献类型：
--
作者：
Roth, P;Speece, DL;Cooper, DH
为了阐明口语和早期阅读发展之间的关系，作者对39名儿童进行了三个方面的口语测试（元语言学，结构语言和叙事话语）;背景变量的测量（智商，社会经济地位，种族，性别，家庭文化）;以及幼儿园和一、二年级的阅读能力（单词识别、假词阅读、文章理解）的测量。作者使用回归分析来确定解释早期阅读差异的简约模型。这项研究的主要发现是语义能力（即，口头定义和单词提取），而不是语音意识，预测二年级阅读理解。幼儿园阶段的语音意识技能对一、二年级的单字阅读有显著的预测作用。语义技能预测段落理解的发现表明，不同的口语技能对早期阅读的重要性因语言领域、阅读技能和测量点而异。
To clarify the relationship between oral language and early reading development, the authors administered to 39 children a broad range of oral language measures in 3 areas (metalinguistics, structural language, and narrative discourse); measures of background variables (IQ, socioeconomic status, ethnicity, gender, family literacy); and measures of reading ability (word recognition, pseudoword reading, passage comprehension) in kindergarten and in 1st and 2nd grades. The authors used regression analyses to identify parsimonious models that explained variance in early reading. The main finding of the study was that semantic abilities (i.e., oral definitions and word retrieval), not phonological awareness, predicted 2nd-grade reading comprehension. As expected, phonological awareness skill in kindergarten predicted single-word reading at 1st and 2nd grades. The finding that semantic skills predicted passage comprehension suggests that the importance of different oral language skills to early reading varies as a function of language domain, reading skill, and measurement point.