Predictors of reading skills at the first and second grade : The role of orthography

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dc.contributor.author Holopainen, Leena
dc.contributor.author Koch, Arno
dc.contributor.author Hakkarainen, Airi
dc.contributor.author Kofler, Doris
dc.date.accessioned 2021-11-24T22:44:15Z
dc.date.available 2021-12-18T03:45:30Z
dc.date.issued 2020
dc.identifier.citation Holopainen , L , Koch , A , Hakkarainen , A & Kofler , D 2020 , ' Predictors of reading skills at the first and second grade : The role of orthography ' , Reading Psychology , vol. 41 , no. 5 , pp. 461-484 . https://doi.org/10.1080/02702711.2020.1768988
dc.identifier.other PURE: 145515297
dc.identifier.other PURE UUID: c0b4d84f-ca36-4ac1-98c2-265421f91245
dc.identifier.other WOS: 000549583000005
dc.identifier.other ORCID: /0000-0001-5199-3493/work/83054337
dc.identifier.uri http://hdl.handle.net/10138/336716
dc.description Neljäs kirjoittaja Doris Kofler, Free University of Bozen-Bolzano
dc.description.abstract We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade was best predicted by letter-sound-connection, as found in other transparent orthographies. In Italy and Finland also phoneme blending, a demanding phoneme awareness skill, was a good predictor. Surprisingly, in Germany initial phoneme identification which is a basic phone awareness skill, and mother's occupation predicted first grade reading. At second grade in Finland and Germany the strongest predictors of word reading were rapid naming, in Finland also short-term-memory and in Germany and Italy reading level at the first grade. Results indicate that both orthographical and educational differences in the three countries can account for different predictors in reading. en
dc.format.extent 24
dc.language.iso eng
dc.relation.ispartof Reading Psychology
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject CHILDREN
dc.subject DIFFICULTIES
dc.subject ENGLISH
dc.subject GROWTH
dc.subject KINDERGARTEN
dc.subject PHONEME AWARENESS
dc.subject PHONOLOGICAL AWARENESS
dc.subject RAN
dc.subject RISK
dc.subject Reading disabilities
dc.subject TRANSPARENT
dc.subject fluency
dc.subject phonics
dc.subject 516 Educational sciences
dc.title Predictors of reading skills at the first and second grade : The role of orthography en
dc.type Article
dc.contributor.organization Active Numeracy
dc.contributor.organization Open University
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/02702711.2020.1768988
dc.relation.issn 0270-2711
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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