Common patterns of prediction of literacy development in different alphabetic orthographies.
Common patterns of prediction of literacy development in different alphabetic orthographies.
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DOI：
10.1177/0956797611434536
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发表时间：
2012-06
影响因子：
8.2
通讯作者：
Hulme C
中科院分区：
文献类型：
--
作者：
Caravolas M;Lervåg A;Mousikou P;Efrim C;Litavsky M;Onochie-Quintanilla E;Salas N;Schöffelová M;Defior S;Mikulajová M;Seidlová-Málková G;Hulme C
以往的研究表明，音素意识，字母-声音知识，快速自动化命名（RAN）和言语记忆广度是学习英语阅读的可靠相关因素。然而，这些不同的预测因素在不同语言中具有相同的相对重要性的程度仍然不确定。在这篇文章中，我们提出了一个为期10个月的纵向研究的结果，开始之前或之后不久，正式识字教学开始在四种语言（英语，西班牙语，斯洛伐克语和捷克语）。纵向路径分析表明，音素意识，字母的声音知识，RAN（但不是口头记忆广度）在识字教学的开始测量是可靠的预测，具有类似的相对重要性，以后的阅读和拼写技能在四种语言。这些数据支持的建议，在所有的字母拼写，音素意识，字母的声音知识，和RAN可能挖掘认知过程，是学习阅读的重要。
Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.
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影响因子：
4
作者：
Muter, V;Hulme, C;Stevenson, J
通讯作者：
Stevenson, J
影响因子：
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通讯作者：
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