The Double Deficit Hypothesis in the Transparent Finnish Orthography: A Longitudinal Study from Kindergarten to Grade 2

Autor/inn/en	Torppa, Minna; Parrila, Rauno; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
Titel	The Double Deficit Hypothesis in the Transparent Finnish Orthography: A Longitudinal Study from Kindergarten to Grade 2
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 26 (2013) 8, S.1353-1380 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-012-9423-2
Schlagwörter	Foreign Countries; Orthographic Symbols; Emergent Literacy; Longitudinal Studies; Children; Elementary School Students; Phonological Awareness; Predictor Variables; Spelling; Reading Fluency; Naming; Reading Difficulties; Knowledge Level; Vocabulary; Time on Task; Attention; Family Environment; At Risk Students; Grade 2; Finland + Suchen Sie Ihr Suchwort? Ausland; Frühleseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Prädiktor; Schreibweise; Reading difficulty; Leseschwierigkeit; Wissensbasis; Wortschatz; Zeitaufwand; Aufmerksamkeit; Familienmilieu; School year 02; 2. Schuljahr; Schuljahr 02; Finnland
Abstract	We examined the double deficit hypothesis (Wolf & Bowers, 1999) and literacy development in a longitudinal dataset of 1,006 Finnish children who were nonreaders at school entry. A single phonological awareness (PA) deficit was a predictor of pseudoword spelling accuracy and reading fluency, and a single rapid automatized naming (RAN) deficit was a predictor of reading fluency. The group with both PA and RAN deficits experienced the most extensive reading and spelling difficulties. However, all groups included both poor and average Grade 2 readers and spellers. Poor letter knowledge and vocabulary, task avoidance, attention difficulties, hyperactivity, and lack of teaching at home were additional risk factors for reading and spelling problems, but their impact varied depending on the presence of PA and RAN deficits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10