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Sökning: L773:1088 8438 OR L773:1532 799X > (2020-2024)

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1.
  • Grover, Vibeke, et al. (författare)
  • Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
  • 2024
  • Ingår i: SCIENTIFIC STUDIES OF READING. - 1088-8438 .- 1532-799X.
  • Tidskriftsartikel (refereegranskat)abstract
    • PurposePrevious research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention.MethodThe study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children's second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question.ResultsWhile some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged.ConclusionThe results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.
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2.
  • Treiman, Rebecca, et al. (författare)
  • Predicting Later Spelling from Kindergarten Spelling in US, Australian, and Swedish Children
  • 2023
  • Ingår i: Scientific Studies of Reading. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1088-8438 .- 1532-799X. ; 27:5, s. 428-442
  • Tidskriftsartikel (refereegranskat)abstract
    • PurposeUsing data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a childs errors on the kindergarten test help predict later spelling performance even after controlling for the number of correct responses on the kindergarten test? Second, does spelling develop at a faster pace in Swedish than in English?MethodWe measured kindergarten error quality based on the number of letter additions, deletions, and substitutions by which each error differed from the correct spelling. Using mixed-model analyses, we examined the relationship of this and other variables to later spelling performance.ResultsKindergarten error quality contributed significantly to the prediction of later spelling performance even after consideration of the number of correct spellings in kindergarten and other relevant variables. The Swedish children showed more rapid growth in spelling than the U.S. and Australian children, a difference that may reflect the greater transparency of sound-to-spelling links in Swedish.ConclusionInformation from a spelling test that is typically discarded - information about the nature of the errors -has value.
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