Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study

Autor/inn/en	Bigozzi, Lucia; Tarchi, Christian; Pezzica, Sara; Pinto, Giuliana
Titel	Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study
Quelle	In: Journal of Learning Disabilities, 49 (2016) 1, S.51-64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414522708
Schlagwörter	Emergent Literacy; Models; Predictor Variables; Dyslexia; Longitudinal Studies; Cohort Analysis; Early Childhood Education; Foreign Countries; Reading Processes; Phonological Awareness; Writing Ability; Knowledge Level; Hypothesis Testing; Reading Skills; Research Design; Intelligence Tests; Children; Reading Difficulties; Statistical Analysis; Grade 3; Multiple Regression Analysis; Kindergarten; Grade 1; Italy; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Frühleseunterricht; Analogiemodell; Prädiktor; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Leseprozess; Schreibkompetenz; Wissensbasis; Hypothesenprüfung; Hypothesentest; Reading skill; Lesefertigkeit; Forschungsdesign; Intelligence test; Intelligenztest; Child; Kind; Kinder; Reading difficulty; Leseschwierigkeit; Statistische Analyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Italien
Abstract	The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an emergent literacy model for the analysis of the characteristics of future dyslexic children and normally reading peers in Italian, a transparent writing system. A cohort of 450 children was followed from the last year of kindergarten to the third grade in their reading acquisition process. Dyslexic children were individuated (Grade 3), and their performances in kindergarten in textual competence, phonological awareness, and conceptual knowledge of the writing system were compared with a matched group of normally reading peers. Results showed the predictive relevance of the conceptual knowledge of the writing system. The study's implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01