Age and Schooling Effects on Early Literacy and Phoneme Awareness

Autor/inn/en	Cunningham, Anna; Carroll, Julia
Titel	Age and Schooling Effects on Early Literacy and Phoneme Awareness
Quelle	In: Journal of Experimental Child Psychology, 109 (2011) 2, S.248-255 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.12.005
Schlagwörter	Age Differences; Phonemes; Beginning Reading; Foreign Countries; Emergent Literacy; Phonological Awareness; Measures (Individuals); Tests; Spelling; Phoneme Grapheme Correspondence; Prior Learning; Preschool Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Fonem; Erstleseunterricht; Ausland; Frühleseunterricht; Messdaten; Examination; Prüfung; Examen; Schreibweise; Vorkenntnisse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling at 6 years of age, and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing 4 to 6 year-olds (first 2 years of formal schooling in the United Kingdom) on a sensitive dynamic measure of phoneme awareness and tests of early literacy. There were significant effects of both age and schooling on the dynamic measure of phoneme awareness, word reading, spelling, and letter name knowledge, but there were no significant Age x Time interactions. This indicates that older children within this age group generally outperform their younger classmates (although they do not make faster progress) and that this advantage is developed prior to the start of school. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10