Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study
复制标题
DOI：
10.1037/0012-1649.40.5.665
复制
发表时间：
2004-09-01
影响因子：
4
通讯作者：
Stevenson, J
中科院分区：
文献类型：
--
作者：
Muter, V;Hulme, C;Stevenson, J
作者提出了一项为期2年的纵向研究的结果，90名英国儿童开始在入学时，他们是4岁9个月大（范围= 4年2个月至5年2个月）。早期语音技能，字母知识，语法技能和词汇知识之间的关系进行了调查，作为预测的单词识别和阅读理解。单词识别技能的预测一致的字母知识和音素敏感性的早期措施（但不是词汇知识，押韵技能，或语法技能）。与此相反，阅读理解是由先前的单词识别技能，词汇知识和语法技能预测。研究结果与当前关于语音、语法和词汇技能在早期阅读技能发展中的作用的理论有关。
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlier measures of letter knowledge and phoneme sensitivity (but not by vocabulary knowledge, rhyme skills, or grammatical skills). In contrast, reading comprehension was predicted by prior word recognition skills, vocabulary knowledge, and grammatical skills. The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills.