The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.
Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading
Abstract
Specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, were examined in a longitudinal study with 141 Dutch children from the end of first grade to the end of third grade. In first grade, measures were administered for phonological awareness and serial rapid naming and for vocabulary and listening comprehension. Word-decoding speed and reading comprehension were assessed at the end of Grades 1 and 3. Results indicate that phonological abilities were highly associated with word decoding but did not have an additional influence on the further development of word decoding after first grade. For reading comprehension, word decoding, vocabulary, and listening comprehension appeared to exert additional influences on its further development after first grade. The results indicate that partly different determinants underlie the development of word-decoding ability and reading comprehension.
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Cites
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The nature of phonological processing and its causal role in the acquisition of reading skills
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“Phonological abilities pertain to the ability to detect, to store, and to retrieve the basic sound elements of one’s oral language (Mann & Ditunno, 1990; Wagner & Torgesen, 1987).”
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Phonological recoding and self-teaching: sine qua non of reading acquisition
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Phonological skills and learning to read
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Cited by
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022
Handbook of Research on Learning and Instruction
(2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 916
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study
Oakhill, J. V., & Cain, K. (2012) · Scientific Studies of Reading · doi:10.1080/10888438.2010.529219 · Cited by 630
Prediction of the development of reading comprehension: a longitudinal study
Verhoeven, L., & van Leeuwe, J. (2008) · Applied Cognitive Psychology · doi:10.1002/acp.1414 · Cited by 554
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.566 · Cited by 428
Metadata
- Authors
- de Jong, P. F., & van der Leij, A.
- Venue
- Scientific Studies of Reading
- Publisher
- Informa UK Limited
- Published
- 2002-01
- Volume
- 6
- Issue
- 1
- Pages
- 51-77
- ISSN
- 1088-8438 (ISSN-L)
- 1532-799X
- OpenAlex
- W2092974559
- Cited by
- 411
- References
- 48
- FWCI
- 20.50
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
