dc.date.accessioned | 2020-06-09T18:37:22Z | |
dc.date.available | 2020-06-09T18:37:22Z | |
dc.date.created | 2019-08-20T14:28:30Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Clayton, Francina J West, Gillian Sears, Claire Hulme, Charles Lervåg, Arne . A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development. Scientific Studies of Reading. 2019, 1-18 | |
dc.identifier.uri | http://hdl.handle.net/10852/76837 | |
dc.description.abstract | It is now widely accepted that phonological language skills are a critical foundation for learning to read (decode). This longitudinal study investigated the predictive relationship between a range of key phonological language skills and early reading development in a sample of 191 children in their first year at school. The study also explored the theory that a failure to establish automatic associations between letters and speech sounds is a proximal causal risk factor for difficulties in learning to read. Our findings show that automatic letter-sound associations are established early, but do not predict variations in reading development. In contrast, phoneme awareness, letter-sound knowledge and alphanumeric RAN were all strong independent predictors of reading development. In addition, both phoneme awareness and RAN displayed a reciprocal relationship with reading, such that the growth of reading predicted improvements in these skills. | |
dc.language | EN | |
dc.rights | Attribution 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.title | A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development | |
dc.type | Journal article | |
dc.creator.author | Clayton, Francina J | |
dc.creator.author | West, Gillian | |
dc.creator.author | Sears, Claire | |
dc.creator.author | Hulme, Charles | |
dc.creator.author | Lervåg, Arne | |
cristin.unitcode | 185,18,1,0 | |
cristin.unitname | Institutt for pedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |
dc.identifier.cristin | 1717426 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Scientific Studies of Reading&rft.volume=&rft.spage=1&rft.date=2019 | |
dc.identifier.jtitle | Scientific Studies of Reading | |
dc.identifier.volume | 24 | |
dc.identifier.issue | 2 | |
dc.identifier.startpage | 91 | |
dc.identifier.endpage | 107 | |
dc.identifier.doi | https://doi.org/10.1080/10888438.2019.1622546 | |
dc.identifier.urn | URN:NBN:no-79953 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1088-8438 | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/76837/1/lervag-ii.pdf | |
dc.type.version | PublishedVersion | |