Letter Knowledge Predicts Grade 4 Reading Fluency and Reading Comprehension

Autor/inn/en	Leppanen, Ulla; Aunola, Kaisa; Niemi, Pekka; Nurmi, Jari-Erik
Titel	Letter Knowledge Predicts Grade 4 Reading Fluency and Reading Comprehension
Quelle	In: Learning and Instruction, 18 (2008) 6, S.548-564 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2007.11.004
Schlagwörter	Reading Comprehension; Reading Fluency; Attention; Phonological Awareness; Kindergarten; Grade 4; Reading Skills; Grade 1; Young Children; Metacognition; Basic Skills; Beginning Reading; Educational Attainment; Parent Background + Suchen Sie Ihr Suchwort? Leseverstehen; Aufmerksamkeit; School year 04; 4. Schuljahr; Schuljahr 04; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Basic skill; Grundfertigkeit; Erstleseunterricht; Bildungsabschluss; Bildungsgut; Elternhaus
Abstract	The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5-6 years of age were measured at the beginning of kindergarten; students' reading skills were measured in kindergarten and in Grades 1 and 4. The results showed that children's letter knowledge at the beginning of kindergarten was the most powerful predictor of their reading skills at the end of Grade 4. Other predictors were metacognitive awareness, gender, mother's level of education, and visual attention. Phonological awareness at kindergarten affected reading skills at Grade 4 through reading skills in kindergarten and Grade 1. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10