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