Abstract
In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.
Originalsprog | Engelsk |
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Tidsskrift | Scandinavian Journal of Educational Research |
Vol/bind | 66 |
Udgave nummer | 7 |
Sider (fra-til) | 1237-1252 |
Antal sider | 16 |
ISSN | 0031-3831 |
DOI | |
Status | Udgivet - 2022 |
Bibliografisk note
CURIS 2022 NEXS 272Emneord
- Det Natur- og Biovidenskabelige Fakultet