The Cognitive and Linguistic Foundations of Early Reading Development: A Norwegian Latent Variable Longitudinal Study
The Cognitive and Linguistic Foundations of Early Reading Development: A Norwegian Latent Variable Longitudinal Study
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DOI：
10.1037/a0014132
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发表时间：
2009-05-01
影响因子：
4
通讯作者：
Hulme, Charles
中科院分区：
文献类型：
--
作者：
Lervag, Arne;Braten, Ivar;Hulme, Charles
作者介绍了一项对228名挪威儿童进行的为期两年的纵向研究的结果，该研究始于正式阅读指导开始前12个月。一系列认知技能和语言技能之间的关系(字母知识。音素操纵。视觉-言语配对联想学习、快速自动命名(RAN)、短时记忆以及言语和非言语能力)，并与后来的阅读中的单词识别能力进行了关联。字母知识、音素操作和RAN是挪威常规正字法中早期阅读(单词识别)技能的独立纵向预测因素。早期阅读技能最初被很好地描述为一个单一的结构，然后迅速分化为相关的子技能(单词解码。正字法选择。文本阅读和非单词阅读)，显示出非常高的纵向稳定性水平。这一结果与目前关于早期阅读技能认知基础的观点有关。
The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning 12 months before formal reading instruction began. The relationships between a range of cognitive and linguistic skills (letter knowledge. phoneme manipulation. visual-verbal paired-associate learning, rapid automatized naming (RAN), short-term memory, and verbal and nonverbal ability) were investigated and related to later measures of word recognition in reading. Letter knowledge, phoneme manipulation, and RAN were independent longitudinal predictors of early reading (word recognition) skills in the regular Norwegian orthography. Early reading skills initially appeared well described as a unitary construct that then showed rapid differentiation into correlated subskills (word decoding. orthographic choice. text reading, and nonword reading) that showed very high levels Of longitudinal stability. The results are related to current ideas about the cognitive foundations of early reading skills.