Classroom Implications of Recent Research into Literacy Development: From Predictors to Assessment

Autor/inn/en	Shapiro, Laura R.; Hurry, Jane; Masterson, Jackie; Wydell, Taeko N.; Doctor, Estelle
Titel	Classroom Implications of Recent Research into Literacy Development: From Predictors to Assessment
Quelle	In: Dyslexia, 15 (2009) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.380
Schlagwörter	Emergent Literacy; Phonological Awareness; Predictor Variables; Diseases; Elementary Secondary Education; Language Processing; Evaluation Methods; Program Effectiveness; Reading Instruction; Auditory Discrimination; Auditory Perception; Speech Skills + Suchen Sie Ihr Suchwort? Frühleseunterricht; Prädiktor; Disease; Krankheit; Sprachverarbeitung; Leseunterricht; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Mündliche Leistung; Sprachfertigkeit
Abstract	We outline how research into predictors of literacy underpins the development of increasingly accurate and informative assessments. We report three studies that emphasize the crucial role of speech and auditory skills on literacy development throughout primary and secondary school. Our first study addresses the effects of early childhood middle ear infections, the potential consequences for speech processing difficulties and the impact on early literacy development. Our second study outlines how speech and auditory skills are crucially related to early literacy in normally developing readers, whereas other skills such as motor, memory and IQ are only indirectly related. Our third study outlines the on-going impact of phonological awareness on reading and wider academic achievement in secondary-school pupils. Finally, we outline how teachers can use the current research to inform them about which assessments to conduct, and how to interpret the results. (Contains 4 figures, 3 tables and 4 notes.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www.wiley.com/WileyCDA/WileyTitle/productCd-DYS.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10