Literaturnachweis - Detailanzeige
| Autor/inn/en | Schmitterer, Alexandra M. A.; Schroeder, Sascha |
|---|---|
| Titel | The Recognition of Letters in Emergent Literacy in German: Evidence from a Longitudinal Study |
| Quelle | In: Journal of Research in Reading, 41 (2018) 3, S.423-437 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Schmitterer, Alexandra M. A.) ORCID (Schroeder, Sascha) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-0423 |
| DOI | 10.1111/1467-9817.12116 |
| Schlagwörter | Kindergarten; Foreign Countries; Emergent Literacy; Early Childhood Education; Reading Ability; Language Processing; Longitudinal Studies; Word Recognition; Germany |
| Abstract | Background: German children do not formally learn letter-sounds before school entry. In this study, we evaluated kindergarten children's sensitivity to the frequency of letters and visually similar symbols in child-directed texts, how it develops and whether it predicts early reading abilities. Method: In a longitudinal study from kindergarten to primary school, children were asked to judge whether a presented alphabetic (e.g., A) or non-alphabetic symbol (e.g., #) was a letter. High and low frequency was varied for both types of symbols. Furthermore, we analysed whether later reading abilities were predicted by this letter judgement ability. Results: Before school entry, children had difficulties in distinguishing frequent non-alphabetic symbols from letters. Furthermore, letter judgement in kindergarten predicted reading abilities in first grade. Conclusions: Children derive some knowledge about letters from the frequency of co-occurrence of letters and symbols in texts. The ability to distinguish letters from non-alphabetic symbols predicts early reading. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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