id:"swepub:oai:gup.ub.gu.se/275640"
Search: id:"swepub:oai:gup.ub.gu.se/275640" > Literacy developmen...
- 1 of 1
- Previous record
- Next record
- To hitlist
Literacy development beyond early schooling: a 4‑year follow‑up study of Croatian
- Kerestes, Gordana, 1965 (author)
-
- Brkovic, Irma, 1977 (author)
- Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies
- Siegel, Linda S., 1942 (author)
- show more...
- show less...
- (creator_code:org_t)
- 2019-01-01
- 2019
- English.
- In: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 32:8, s. 1955-1988
- Journal article (peer-reviewed)
Abstract
Subject headings
Close
- The purpose of this study was to investigate literacy development beyond the early school years. We investigated mean-level and rank-order changes in two reading (word decoding speed and reading comprehension) and two spelling (word and pseudoword spelling accuracy) tasks during a 4-year period from beginning to the later grades of elementary school, and examined whether rank-order changes in liter- acy skills could be predicted from verbal working memory, phonological awareness, and morpho-syntactic awareness. The sample consisted of Croatian speaking chil- dren, poor (n = 50) and good (n = 61) readers. Croatian is a language with a highly transparent orthography but a rather complex grammar. Word decoding speed and word spelling accuracy improved significantly over the study period, word decoding speed more so among good than among poor readers, supporting the Matthew effect hypothesis. Literacy skills were moderately stable, with the highest stability coef- ficients obtained for word decoding speed, and the lowest for pseudoword spelling. The predictors of rank-order changes varied across literacy outcomes, but did not differ for poor and good readers. Morpho-syntactic awareness predicted rank-order development of all outcomes except for word spelling. Phonological awareness pre- dicted rank-order development of reading comprehension and word spelling. Ver- bal working memory predicted rank-order development of word spelling only, and at a low level. The finding that the more language related cognitive variables, i.e., morpho-syntactic and phonological skills, were stronger predictors of literacy devel- opment than working memory, for both poor and good readers, suggests remedial focus on these more predictive variables.
Subject headings
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Keyword
- Reading
- Spelling
- Transparent orthography
- Predictors
- Later stages of literacy development
Publication and Content Type
- ref (subject category)
- art (subject category)
Find in a library
- Reading and writing (Search for host publication in LIBRIS)
To the university's database
- 1 of 1
- Previous record
- Next record
- To hitlist
Find more in SwePub
- By the author/editor
- Kerestes, Gordan ...
- Brkovic, Irma, 1 ...
- Siegel, Linda S. ...
- Tjus, Tomas, 195 ...
- Hjelmquist, Erla ...
- About the subject
-
- SOCIAL SCIENCES
- SOCIAL SCIENCES
- and Psychology
-
- SOCIAL SCIENCES
- SOCIAL SCIENCES
- and Educational Scie ...
- Articles in the publication
- Reading and writ ...
- By the university
- University of Gothenburg
Search outside SwePub
- Extend your search to:
- Google Book Search
- Google Scholar
Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.
- Copyright © LIBRIS - National Library Systems
- LIBRIS.kb.se
