Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3
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用透明的正字法审视阅读的简单观点：从幼儿园到三年级的纵向研究
DOI：
10.13110/merrpalmquar1982.62.2.0179
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
J. Nurmi
中科院分区：
文献类型：
--
作者：
M. Torppa;George K. Georgiou;Marja‐Kristiina Lerkkanen;P. Niemi;A. Poikkeus;J. Nurmi
翻译后摘要：本研究探讨了组件之间的动态关系的简单视图的阅读（SVR）在一个透明的正字法（芬兰）和预测价值的认知技能（语音意识，字母知识，快速命名，词汇）的SVR组件。共有1，815名芬兰儿童从幼儿园到三年级接受了随访。他们的认知能力在幼儿园进行了评估，听力理解和阅读流畅性在1年级和2年级，阅读理解在1-3年级。阅读流畅性和听力理解在二年级和三年级分别占阅读理解方差的37%和28%。阅读流畅性对阅读理解的直接影响在一年级后消失，而听力理解的影响随着时间的推移仍然显着。认知技能主要通过听力理解和阅读流畅性间接预测一年级学生的阅读理解能力。这些研究结果支持SVR模型的有效性，在一个透明的正字法的背景下，但他们也表明，阅读流畅性对阅读理解的直接影响减弱后，早期的学年。
Abstract:This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten to Grade 3. Their cognitive skills were assessed in kindergarten, listening comprehension and reading fluency in Grades 1 and 2, and reading comprehension in Grades 1–3. Reading fluency and listening comprehension accounted for 37% of the variance in reading comprehension in Grade 2 and 28% in Grade 3. The direct effect of reading fluency on reading comprehension disappeared after Grade 1, whereas the effect of listening comprehension remained significant across time. Cognitive skills predicted reading comprehension mainly indirectly via listening comprehension and reading fluency in Grade 1. These findings support the validity of the SVR model in the context of a transparent orthography, but they also show that the direct effect of reading fluency on reading comprehension wanes after the early school years.
影响因子：
4
作者：
Lonigan, CJ;Burgess, SR;Anthony, JL
通讯作者：
Anthony, JL
通过区分读写教学来测试儿童特征 - 教学互动对三年级学生阅读理解的影响。
影响因子：
4.2
作者：
Connor,CarolMcDonald;Morrison,FredrickJ;Fishman,Barry;Giuliani,Sarah;Luck,Melissa;Underwood,PhyllisS;Bayraktar,Aysegul;Crowe,ElizabethC;Schatschneider,Christopher
通讯作者：
Schatschneider,Christopher
影响因子：
2.6
作者：
Kim YS;Wagner RK;Lopez D
通讯作者：
Lopez D