| 1. |
- Frost, Jorgen, et al.
(författare)
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Semantic and phonological skills in predicting reading developmen : from 3-16 years of age
- 2005
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 11:2, s. 79-92
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Tidskriftsartikel (refereegranskat)abstract
- The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books. The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence.
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| 2. |
- Kjeldsen, Ann-Christina, et al.
(författare)
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Training phonological awareness in kindergarten level children : consistency is more important than quantity
- 2003
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Ingår i: Learning and instruction. - : Elsevier. - 0959-4752 .- 1873-3263. ; 13, s. 349-365
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we show that the benefits of phonological training upon reading skills, aptly demonstrated by Lundberg, Frost, and Petersen (Reading Res. Q., 23 (1988) 263), can be obtained even in less favourable conditions featuring a smaller dose of training in a kindergarten culture impregnated by knowledge of phonological awareness and reading. As a consequence, the control group in the present study demonstrated vastly better pre-school reading skills than the one in Lundberg et al. (1988). One experimental group received a training dose of only 60% of that administered by Lundberg et al. (1988). The results replicated those of Lundberg et al. (1988) even for the group with a 60% training dose. A significant gain in word reading was maintained until the end of grade 2 both for mainstream pupils and childrenat- risk. A spelling gain was observed only for children-at-risk in grade 2. It is suggested that training must be strictly systematic in order to be effective. The results are discussed in terms of metacognitive insights into reading that are gained through training in phonological awareness.
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| 3. |
- Olofsson, Åke, 1952-
(författare)
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Early writing among ancient Vikings and today´s pre-schoolers : a cognitive developmental perspective on reading acquisition and alphabets as effective artefacts
- 2008
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 44:1-2, s. 167-178
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Tidskriftsartikel (refereegranskat)abstract
- The present paper reports some observations on pre-school children’s spontaneous as well as adult-supported spelling behaviour and makes comparisons between aspects of these early literacy activities and some features of spellings from mostly twelfth- to fourteenth-century Norwegian runic inscriptions. The runic inscriptions originate from a post-Viking time period where formal schooling was rare and exclusively based on the Latin alphabet. It is argued that runic literacy was serving several important functions in the society and that runic literacy skill was learned in an everyday sociocultural context and that this learning process in a critical way was supported by one major artefact – the runic alphabet itself. It is concluded that there are fundamental similarities between the learning activities among the children of today and the thirteenth-century self-supported print explorer. The basic commonality is alphabetical knowledge and it is concluded that primary knowledge of the actual alphabet is, and has always been, essential for the initial stage of reading acquisition.
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