A Study of Cognitive Style, Knowledge of Linguistic Concepts, and Reading Achievement of First and Third Grade Children.

Autor/in	Robeck, Carol P.
Titel	A Study of Cognitive Style, Knowledge of Linguistic Concepts, and Reading Achievement of First and Third Grade Children.
Quelle	(1981), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Beginning Reading; Cognitive Style; Concept Formation; Grade 1; Grade 3; Knowledge Level; Language Acquisition; Linguistics; Primary Education; Reading Achievement; Reading Comprehension; Reading Research; Word Recognition + Suchen Sie Ihr Suchwort? Erstleseunterricht; Cognitive styles; Kognitiver Stil; Concept learning; Begriffsbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Wissensbasis; Sprachaneignung; Spracherwerb; Linguistik; Primarbereich; Leseleistung; Leseverstehen; Leseforschung; Worterkennung
Abstract	A study was conducted to investigate the relationships between the cognitive variables of cognitive style, understanding of linguistic concepts, and knowledge of word boundaries, as well as their relationships to three measures of reading in beginning and more advanced readers. The children's Embedded Figures Test, a linguistic concept test, a word boundary test, and an individual reading inventory were administered to 35 first grade and 31 third grade children. Correlations, multiple linear regression analyses, and commonality analyses were used to analyze the data. The results indicated a substantial relationship between the predictor and criterion variables at the first grade level; however, the relationships were considerably weaker at the third grade level. Linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level. At the third grade level linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension and word recognition, while cognitive style contributed the greatest amount of unique variance to silent comprehension. (Author/RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01