Predictors of Word Decoding and Reading Fluency across Languages Varying in Orthographic Consistency

Autor/inn/en	Georgiou, George K.; Parilla, Rauno; Papadopoulos, Timothy C.
Titel	Predictors of Word Decoding and Reading Fluency across Languages Varying in Orthographic Consistency
Quelle	In: Journal of Educational Psychology, 100 (2008) 3, S.566-580 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.3.566
Schlagwörter	Reading Difficulties; Speech Communication; Reading Fluency; Structural Equation Models; Phonological Awareness; Reading Ability; Grade 2; Grade 1; Longitudinal Studies; Comparative Analysis; English; Greek; Contrastive Linguistics; Measures (Individuals); Decoding (Reading); Memory + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Reading competence; Lesekompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English language; Englisch; Grieche; Griechisch; Linguistics; Kontrastive Linguistik; Messdaten; Dekodierung; Gedächtnis
Abstract	Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten English-speaking children and 70 Greek-speaking children attending Grade 1 were examined in measures of phonological awareness, phonological memory, rapid naming speed, orthographic processing, word decoding, and reading fluency. The same children were reassessed on word decoding and reading fluency measures when they were in Grade 2. The results of structural equation modeling indicated that both phonological and orthographic processing contributed uniquely to reading ability in Grades 1 and 2. However, the importance of these predictors was different in the two languages, particularly with respect to their effect on word decoding. The authors argue that the orthography that children are learning to read is an important factor that needs to be taken into account when models of reading development are being generalized across languages. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10