Modeling the Growth of Word-Decoding Skills: Evidence from Dutch

Autor/inn/en	Verhoeven, Ludo; van Leeuwe, Jan
Titel	Modeling the Growth of Word-Decoding Skills: Evidence from Dutch
Quelle	In: Scientific Studies of Reading, 13 (2009) 3, S.205-223 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Foreign Countries; Elementary School Students; Decoding (Reading); Indo European Languages; Phonemes; Reading Rate; Phoneme Grapheme Correspondence; Written Language; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Dekodierung; Indoeuropäisch; Fonem; Reading readiness; Reading speed; Lesegeschwindigkeit; Geschriebene Sprache; Niederlande
Abstract	This study investigated the growth of word-decoding skills throughout the elementary school years for a representative sample of 2,819 Dutch children. Children's decoding abilities for (a) regular consonant-vowel-consonant words, (b) complex monosyllabic words with consonant clusters in prevocalic and postvocalic position, and (c) polysyllabic words were assessed on two occasions in each school year (Grades 1-6). The growth of word-decoding skills was found to be largely a matter of increased speed. Growth curve analyses showed a gradual curvilinear model to be superior to a step-model for all word-decoding skills. Furthermore, the three measures of word decoding define a common factor and show strong longitudinal stability. Some unique variance for the three word-decoding skills also emerged suggesting that the development of fully proficient word-decoding skills requires the learning of orthographic complexities. (Contains 4 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10