Ci sono differenti predittori della lettura nelle lingue che hanno un'ortografia trasparente? : Evidenze da uno studio longitudinale

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Holopainen , L , Kofler , D , Koch , A , Hakkarainen , A , Bauer , K & Taverna , L 2020 , ' Ci sono differenti predittori della lettura nelle lingue che hanno un'ortografia trasparente? Evidenze da uno studio longitudinale ' , Journal of Educational, Cultural and Psychological Studies , vol. 2020 , no. 21 , pp. 111-129 . https://doi.org/10.7358/ecps-2020-021-holo

Title: Ci sono differenti predittori della lettura nelle lingue che hanno un'ortografia trasparente? : Evidenze da uno studio longitudinale
Alternative title: Do predictors of reading differ among transparent orthographies? : Evidence from a longitudinal study;
Do predictors of reading differ among transparent orthographies? : Evidence from a longitudinal study
Author: Holopainen, Leena; Kofler, Doris; Koch, Arno; Hakkarainen, Airi; Bauer, Kristin; Taverna, Livia
Contributor organization: Active Numeracy
Öppna universitet
Avdelningen för pedagogik
Date: 2020-06
Language: ita
Number of pages: 19
Belongs to series: Journal of Educational, Cultural and Psychological Studies
ISSN: 2037-7932
DOI: https://doi.org/10.7358/ecps-2020-021-holo
URI: http://hdl.handle.net/10138/321024
Abstract: The aim of this study was to use path modelling to establish how rapid automatized naming (RAN), verbal short-term memory (VSTM), letter-sound connection (LSC), phoneme blending (PHB), and Raven tasks predict reading in Finnish and German. Students (N = 769) from Finland, Germany, and Italy (German-speaking children from South Tyrol) were followed from first grade until the end of second grade. Firstly, in all countries, LSC was found to be the strongest predictor for reading in first grade. Secondly, Finnish students' word-reading skills were better than those of German and Italian students throughout the follow-up period, but word-reading level in first grade predicted word-reading level after one year only for Italian and German students. Thirdly, rapid automatized naming (RAN) and verbal short-term memory (VSTM) predicted reading skills in each orthography and country with a different power and at different phases, implying that the educational system also has a role in predicting reading skills.
Description: Toinen kirjoittaja Doris Kofler, Free University of Bozen-Bolzano, Italy Viides kirjoittaja Kristin Bauer, Justus Liebig University Kuudes kirjoittaja Taverna Livia, Free University of Bozen-Bolzano, Italy
Subject: ACQUISITION
Cross-linguistic analysis
DYSLEXIA
Educational systems
KINDERGARTEN
KNOWLEDGE
Orthography
PHONOLOGICAL AWARENESS
Phonological processing
Reading acquisition
SKILLS
VOCABULARY
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: publishedVersion


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