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A Longitudinal Analysis of the Connection Between Oral Language and Early Reading
To clarify the relationship between oral language and early reading development, the authors administered to 39 children a broad range of oral language measures in 3 areas (metalinguistics, structural language, and narrative discourse); measures of background variables (IQ, socioeconomic status, eth...
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| Published in: | The Journal of educational research (Washington, D.C.) D.C.), 2002-05, Vol.95 (5), p.259-272 |
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| Main Authors: | , , |
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| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c543t-d0888cc66d09f27216197728e6feef4d29a29ae4c5f6191d790c77261579b5603 |
| container_end_page | 272 |
| container_issue | 5 |
| container_start_page | 259 |
| container_title | The Journal of educational research (Washington, D.C.) |
| container_volume | 95 |
| creator | Roth, Froma P. Speece, Deborah L. Cooper, David H. |
| description | To clarify the relationship between oral language and early reading development, the authors administered to 39 children a broad range of oral language measures in 3 areas (metalinguistics, structural language, and narrative discourse); measures of background variables (IQ, socioeconomic status, ethnicity, gender, family literacy); and measures of reading ability (word recognition, pseudoword reading, passage comprehension) in kindergarten and in 1st and 2nd grades. The authors used regression analyses to identify parsimonious models that explained variance in early reading. The main finding of the study was that semantic abilities (i.e., oral definitions and word retrieval), not phonological awareness, predicted 2nd-grade reading comprehension. As expected, phonological awareness skill in kindergarten predicted single-word reading at 1st and 2nd grades. The finding that semantic skills predicted passage comprehension suggests that the importance of different oral language skills to early reading varies as a function of language domain, reading skill, and measurement point. |
| doi_str_mv | 10.1080/00220670209596600 |
| format | article |
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Psychology ; Grade 1 ; Grade 2 ; Kindergarten ; Kindergarten education ; Language ; Language disorders ; Language Skills ; Learning disabilities ; Linguistics ; Literacy ; Longitudinal studies ; Metalinguistics ; Narrative discourse ; Oral Language ; oral language-reading relationship ; Phonological Awareness ; Phonology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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The finding that semantic skills predicted passage comprehension suggests that the importance of different oral language skills to early reading varies as a function of language domain, reading skill, and measurement point.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Children & youth</subject><subject>Developmental psychology</subject><subject>Early Childhood Education</subject><subject>Early literacy</subject><subject>Early Reading</subject><subject>Educational Environment</subject><subject>Educational psychology</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Emergent Literacy</subject><subject>Ethnicity</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 1</subject><subject>Grade 2</subject><subject>Kindergarten</subject><subject>Kindergarten education</subject><subject>Language</subject><subject>Language disorders</subject><subject>Language Skills</subject><subject>Learning disabilities</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Longitudinal studies</subject><subject>Metalinguistics</subject><subject>Narrative discourse</subject><subject>Oral Language</subject><subject>oral language-reading relationship</subject><subject>Phonological Awareness</subject><subject>Phonology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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| ispartof | The Journal of educational research (Washington, D.C.), 2002-05, Vol.95 (5), p.259-272 |
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| subjects | Biological and medical sciences Child Child development Children & youth Developmental psychology Early Childhood Education Early literacy Early Reading Educational Environment Educational psychology Elementary Education Elementary School Students Emergent Literacy Ethnicity Fundamental and applied biological sciences. Psychology Grade 1 Grade 2 Kindergarten Kindergarten education Language Language disorders Language Skills Learning disabilities Linguistics Literacy Longitudinal studies Metalinguistics Narrative discourse Oral Language oral language-reading relationship Phonological Awareness Phonology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reading Reading Comprehension Reading disabilities Reading Skills Researchers Semantics Skills Socioeconomic factors Spelling Spoken language Statistical variance Variables Words |
| title | A Longitudinal Analysis of the Connection Between Oral Language and Early Reading |
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