The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children

Autor/inn/en	Ehm, Jan-Henning; Schmitterer, Alexandra M. A.; Nagler, Telse; Lervåg, Arne
Titel	The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children
Quelle	In: Scientific Studies of Reading, 27 (2023) 4, S.311-333 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ehm, Jan-Henning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2164199
Schlagwörter	Decoding (Reading); Reading Comprehension; Reading Improvement; Reading Skills; Elementary School Students; Foreign Countries; Phonological Awareness; Reading Processes; Alphabets; Naming; Language Skills; Emergent Literacy; Predictor Variables; Developmental Stages; Germany + Suchen Sie Ihr Suchwort? Dekodierung; Leseverstehen; Reading skill; Lesefertigkeit; Ausland; Leseprozess; Buchstabenschrift; Language skill; Sprachkompetenz; Frühleseunterricht; Prädiktor; Deutschland
Abstract	Purpose: The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany replicates established findings and explores how curvilinear effects can add information to our understanding of reading development. Method: 525 German-speaking children were followed during a 5-year period from kindergarten to fourth Grade. Phonological awareness (PA), letter knowledge (LK), rapid naming (RAN) and language skills (LS) were assessed in kindergarten, decoding and reading comprehension in elementary school. Analysis was based on latent growth models with curvilinear (quadratic) effects. Results: The results indicate that PA and LK are of importance for early reading, RAN was additionally revealed to be of importance for further growth in decoding. Language skills and decoding, together with their interaction, explain variation in reading comprehension skills. A curvilinear effect was found for decoding on reading comprehension growth only. Conclusion: Our study shows which precursors predict growth in reading development in a transparent orthography and expands our understanding of how language and decoding affect the development of reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01