What Happens to Precocious Readers' Performance by the Age of Eleven?

Autor/inn/en	Stainthorp, Rhona; Hughes, Diana
Titel	What Happens to Precocious Readers' Performance by the Age of Eleven?
Quelle	In: Journal of Research in Reading, 27 (2004) 4, S.357-372 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2004.00239.x
Schlagwörter	Phonological Awareness; Young Adults; Reading Skills; Preadolescents; Receptive Language; Vocabulary Development + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Reading skill; Lesefertigkeit; Pre-adolescence; Präadoleszenz; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit
Abstract	This paper reports on the progress made by a small group of fourteen 11-year-old children who had been originally identified as being precocious readers before they started primary school at the age of five. The data enable comparisons to be made with the performance of the children when they were younger so that a six-year longitudinal analysis can be made. The children who began school as precocious readers continued to make progress in reading accuracy, rate and comprehension, thereby maintaining their superior performance relative to a comparison group. However, their progress appeared to follow the same developmental trajectory as that of the comparison group. Measures of phonological awareness showed that there are long-term, stable individual differences that correlated with all measures of reading. The children who were reading precociously early showed significantly higher levels of phonological awareness than the comparison children. In addition, they showed the same levels of performance on this task as a further group of high achieving young adults. A positive effect of being able to read at precociously early age was identified in the significantly higher levels of receptive vocabulary found amongst these children. The analyses indicated that rises in receptive vocabulary resulted from reading performance rather than the other way round. (Author).
Anmerkungen	Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@bos.blackwellpublishing.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10