PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability--A Systematic Review

Autor/inn/en	Hjetland, Hanne Naess; Brinchmann, Ellen Irén; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen; Melby-Lervåg, Monica
Titel	PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability--A Systematic Review
Quelle	In: Campbell Systematic Reviews, 11 (2015) 1, (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1891-1803
DOI	10.1002/CL2.139
Schlagwörter	Preschool Children; Predictor Variables; Reading Comprehension; Literature Reviews; Reading Ability + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Leseverstehen; Reading competence; Lesekompetenz
Abstract	The objective for this systematic review is to summarize the best available research on the correlation between reading-related preschool predictors and later reading comprehension ability. The findings in this planned review are of practical significance, as they have direct implications for how to best prepare children for reading instruction. Additionally, with early knowledge of the patterns of normal development, there is the potential to recognize the signs of delayed or divergent development. When a child show signs of poor language development additional efforts can be focused on with better certainty that will help prevent later struggles with reading. To recognize when a child displays signs of struggles with language risk factors or early reading ability, it is essential for research to provide important indications of the different language and environmental markers that can be predictors of later reading skills. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01