Children Learning to Read Later Catch up to Children Reading Earlier

Autor/inn/en	Suggate, Sebastian P.; Schaughency, Elizabeth A.; Reese, Elaine
Titel	Children Learning to Read Later Catch up to Children Reading Earlier
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 1, S.33-48 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.04.004
Schlagwörter	Reading Achievement; Reading Instruction; Reading Comprehension; Reading Fluency; Emergent Literacy; Naming; Young Children; Receptive Language; Family Income; Parent Background; Educational Attainment; Self Concept; Decoding (Reading) + Suchen Sie Ihr Suchwort? Leseleistung; Leseunterricht; Leseverstehen; Frühleseunterricht; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Selbstkonzept; Dekodierung
Abstract	Two studies from English-speaking samples investigated the methodologically difficult question of whether the later reading achievement of children learning to read earlier or later differs. Children (n = 287) from predominantly state-funded schools were selected and they differed in whether the reading instruction age (RIA) was either five or seven years. Study 1 covered the first six years of school following three cohorts across a two-year design. Analyses accounted for receptive vocabulary, reported parental income and education, school-community affluence, classroom instruction, home literacy environment, reading self-concept, and age. The earlier RIA group had initially superior letter naming, non-word, word, and passage reading but this difference in reading skill disappeared by age 11. In Study 2, the decoding, fluency, and reading comprehension performance of 83 additional middle school-age children was compared. The two groups exhibited similar reading fluency, but the later RIA had generally greater reading comprehension. Given that the design was non-experimental, we urge further research to better understand developmental patterns and influences arising from different RIAs. (Contains 2 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10