Literaturnachweis - Detailanzeige
| Autor/inn/en | Chan, Jessica S.; Wade-Woolley, Lesly |
|---|---|
| Titel | Explaining Phonology and Reading in Adult Learners: Introducing Prosodic Awareness and Executive Functions to Reading Ability |
| Quelle | In: Journal of Research in Reading, 41 (2018) 1, S.42-57 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-0423 |
| DOI | 10.1111/1467-9817.12083 |
| Schlagwörter | Phonology; Executive Function; Adults; Short Term Memory; Individual Differences; Suprasegmentals; Intonation; Task Analysis; Reading Skills; Predictor Variables; Nonverbal Ability; Models |
| Abstract | Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness. Methods: 103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short-term memory. Results: Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes. Conclusions: Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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