Early reading acquisition and its relation to reading experience and ability 10 years later
Early reading acquisition and its relation to reading experience and ability 10 years later
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DOI：
10.1037/0012-1649.33.6.934
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发表时间：
1997-11-01
影响因子：
4
通讯作者：
Stanovich, KE
中科院分区：
文献类型：
--
作者：
Cunningham, AE;Stanovich, KE
在之前的研究中，一组一年级学生接受了一系列阅读任务，并在11年级时进行了跟踪调查。十年后，他们接受了接触印刷品、阅读理解、词汇和常识的测试。一年级的阅读能力对11年级的所有成绩都有很强的预测力，即使将认知能力的测量分开，也是如此。一年级的阅读能力(以及三年级和五年级的能力)与接触印刷品有可靠的联系，就像在11年级时评估的那样，即使在11年级的阅读理解能力被划分后也是如此，这表明快速获得阅读能力很可能有助于养成终生的阅读习惯，而无论个人获得的阅读理解能力的最终水平如何。最后，研究发现，接触印刷品的个体差异可以预测小学四年级及以后阅读理解能力发展的差异。
A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as well as 3rd- and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 11th grade, even after 11th-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences in the growth in reading comprehension ability throughout the elementary grades and thereafter.