View in EDS HTML Full Text PDF Full Text

Impact of early code-skill and oral-comprehension training on reading achievement in first grade.

Saved in:
Bibliographic Details
Title: Impact of early code-skill and oral-comprehension training on reading achievement in first grade.
Authors: Bianco, Maryse (AUTHOR), Pellenq, Catherine (AUTHOR), Lambert, Eric (AUTHOR), Bressoux, Pascal (AUTHOR), Lima, Laurent (AUTHOR), Doyen, Anne‐Lise (AUTHOR)
Source: Journal of Research in Reading. Nov2012, Vol. 35 Issue 4, p427-455. 29p. 2 Illustrations, 6 Charts.
Subjects: Emergent literacy, Reading level of students, Oral communication ability testing, Phonological awareness, Reading comprehension, First grade (Education), Longitudinal method
Abstract: In a 3-year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word-identification and reading-comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 82604977
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Impact of early code-skill and oral-comprehension training on reading achievement in first grade.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bianco%2C+Maryse%22">Bianco, Maryse</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pellenq%2C+Catherine%22">Pellenq, Catherine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lambert%2C+Eric%22">Lambert, Eric</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bressoux%2C+Pascal%22">Bressoux, Pascal</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lima%2C+Laurent%22">Lima, Laurent</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Doyen%2C+Anne‐Lise%22">Doyen, Anne‐Lise</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Nov2012, Vol. 35 Issue 4, p427-455. 29p. 2 Illustrations, 6 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication+ability+testing%22">Oral communication ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22First+grade+%28Education%29%22">First grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In a 3-year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word-identification and reading-comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=82604977
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.1467-9817.2010.01479.x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 427
    Subjects:
      – SubjectFull: Emergent literacy
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Oral communication ability testing
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: First grade (Education)
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
    Titles:
      – TitleFull: Impact of early code-skill and oral-comprehension training on reading achievement in first grade.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bianco, Maryse
      – PersonEntity:
          Name:
            NameFull: Pellenq, Catherine
      – PersonEntity:
          Name:
            NameFull: Lambert, Eric
      – PersonEntity:
          Name:
            NameFull: Bressoux, Pascal
      – PersonEntity:
          Name:
            NameFull: Lima, Laurent
      – PersonEntity:
          Name:
            NameFull: Doyen, Anne‐Lise
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2012
              Type: published
              Y: 2012
          Identifiers:
            – Type: issn-print
              Value: 01410423
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Research in Reading
              Type: main
ResultId 1