The Impact of Early Maternal Verbal Scaffolding and Child Language Abilities on Later Decoding and Reading Comprehension Skills

Autor/inn/en	Dieterich, Susan E.; Assel, Mike A.; Swank, Paul; Smith, Karen E.; Landry, Susan H.
Titel	The Impact of Early Maternal Verbal Scaffolding and Child Language Abilities on Later Decoding and Reading Comprehension Skills
Quelle	In: Journal of School Psychology, 43 (2006) 6, S.481-494 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2005.10.003
Schlagwörter	Reading Comprehension; Predictor Variables; Mothers; Scaffolding (Teaching Technique); Decoding (Reading); Language Skills; Young Children; Skill Development + Suchen Sie Ihr Suchwort? Leseverstehen; Prädiktor; Mother; Mutter; Dekodierung; Language skill; Sprachkompetenz; Frühe Kindheit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study examined, via structural equation modeling, early predictors of children's 8 year reading, decoding and 10 year comprehension at later school age. Maternal verbal scaffolding indirectly influenced both decoding and comprehension, through its support of children's language abilities at 3 and 4 years of age. Additionally, there was a trend for a direct effect of 4 year child language on reading comprehension at 10 years. As maternal verbal scaffolding was assessed during every day routines, this suggests that rich language input in the broad social context of the home promotes language and, in turn, later reading skills. Given that maternal verbal scaffolding can be enhanced through interventions, these results have important educational implications. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10