Development of and Relationship Between Phonological and Motivational Processes and Naming Speed in Predicting Word Recognition in Grade 1
Development of and Relationship Between Phonological and Motivational Processes and Naming Speed in Predicting Word Recognition in Grade 1
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一年级单词识别预测中语音和动机过程与命名速度的发展及其关系
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
P. Niemi
中科院分区：
文献类型：
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作者：
Janne Lepola;E. Poskiparta;E. Laakkonen;P. Niemi
本研究采用结构方程模型对幼儿园至小学一年级儿童的字母知识、语音意识、快速命名和任务定向的发展关系进行了研究，并追踪了儿童阅读的语言-动机路径。参与者是100名讲芬兰语的非读者。结果表明，幼儿园（5-6岁）的字母知识预测随后的学前（6-7岁）的语音意识和任务定向。RAN是一个独特的纵向和并发的预测词识别，这表明，快速命名提供了一个可靠的预测未来的单词阅读能力，至少在一个透明的语言。控制语音意识和快速命名，任务导向的单词阅读能力的预测作出了独特的贡献，这表明，动机和语言因素都在工作，因为儿童面临着逐渐增长的要求，学习阅读和写作在1年级。
In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and task orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and task orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, task orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1.
影响因子：
4
作者：
Lonigan, CJ;Burgess, SR;Anthony, JL
通讯作者：
Anthony, JL
影响因子：
2.6
作者：
Burgess, SR;Lonigan, CJ
通讯作者：
Lonigan, CJ
随着儿童从初级读者发展为熟练阅读者，语音处理能力和单词级阅读之间关系的变化：一项为期 5 年的纵向研究。
影响因子：
4
作者：
Wagner,RK;Torgesen,JK;Rashotte,CA;Hecht,SA;Barker,TA;Burgess,SR;Donahue,J;Garon,T
通讯作者：
Garon,T