期刊
PSYCHOLOGICAL SCIENCE
卷 26, 期 12, 页码 1877-1886出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0956797615603702
关键词
dyslexia; language impairment; reading development; reading comprehension; phonological skills; language skills; familial risk
资金
- Wellcome Trust [WT082036AIA]
The development of reading skills is underpinned by oral language abilities: Phonological skills appear to have a causal influence on the development of early word-level literacy skills, and reading-comprehension ability depends, in addition to word-level literacy skills, on broader (semantic and syntactic) language skills. Here, we report a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and typically developing control children. Preschool measures of oral language predicted phoneme awareness and grapheme-phoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry. Reading comprehension at 81/2 years was predicted by word-level literacy skills at 51/2 years and by language skills at 31/2 years. These patterns of predictive relationships were similar in both typically developing children and those at risk of literacy difficulties. Our findings underline the importance of oral language skills for the development of both word-level literacy and reading comprehension.
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