Letter knowledge predicts Grade 4 reading fluency and reading comprehension

被引：89

作者：

Leppanen, Ulla ^{[1
]}

Aunola, Kaisa ^{[1
]}

Niemi, Pekka ^{[2
]}

Nurmi, Jari-Erik ^{[1
]}

机构：

[1] Univ Jyvaskyla, Dept Psychol, FIN-40014 Jyvaskyla, Finland

[2] Univ Turku, Dept Psychol, FIN-20014 Turku, Finland

来源：

LEARNING AND INSTRUCTION | 2008年 / 18卷 / 06期

关键词：

Phonological awareness; Reading comprehension; Letter knowledge; Reading fluency;

D O I：

10.1016/j.learninstruc.2007.11.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5-6 years of age were measured at the beginning of kindergarten; students' reading skills were measured in kindergarten and in Grades 1 and 4. The results showed that children's letter knowledge at the beginning of kindergarten was the most powerful predictor of their reading skills at the end of Grade 4. Other predictors were meta-cognitive awareness, gender, mother's level of education, and visual attention. Phonological awareness at kindergarten affected reading skills at Grade 4 through reading skills in kindergarten and Grade 1. (c) 2007 Elsevier Ltd. All rights reserved.

引用

页码：548 / 564

页数：17

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