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ERIC Number: EJ790870
Record Type: Journal
Publication Date: 2005-May
Pages: 14
Abstractor: Author
Reference Count: 28
ISSN: ISSN-1076-9242
Semantic and Phonological Skills in Predicting Reading Development: From 3-16 Years of Age
Frost, Jorgen; Madsbjerg, Sigrid; Niedersoe, Jan; Olofsson, Ake; Sorensen, Peer Moller
Dyslexia, v11 n2 p79-92 May 2005
The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books. The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 2; Grade 3; Grade 4; Grade 6; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark