Development of reading skills among preschool and primary school pupils

Abstract

S This study investigated the trajectories of preschool and first‐grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One‐hundred and ninety‐six 5‐ to 6‐year‐old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piecewise Growth Curve Modeling. The results showed that during the preschool year individual differences in reading grew larger and that this growth was faster among those who entered preschool with well‐developed skills. However, during the first grade individual differences in reading diminished. The results suggest that systematic reading instruction in primary school education is more beneficial for children with less developed literacy skills, whereas children with more developed reading skills gain relatively less from reading instruction in the first grade. ESTE ESTUDIO investigó el curso evolutivo de las habilidades de lectura en niños de pre‐escolar y escuela primaria, así como los antecedentes cognitivos y sociales de dicho desarrollo. Ciento noventa y seis niños de 5 a 6 años fueron evaluados en octubre y abril en pre‐escolar y nuevamente en primer grado. Los datos incluyeron medidas de habilidad de lectura y sus antecedentes cognitivos y sociales y fueron analizados usando el método “Simplex and Piecewise Growth Curve Modeling.” Los resultados mostraron que, durante el año de pre‐escolar las diferencias individuales en lectura aumentaron y que este crecimiento fue más rápido entre aquellos que entraron a preescolar con habilidades bien desarrolladas. Sin embargo, durante el primer grado, las diferencias individuales en lectura disminuyeron. Los resultados sugieren que la enseñanza sistemática de la lectura en la educación primaria es más beneficiosa para los niños con habilidades de lectoescritura menos desarrolladas; en tanto que los niños con habilidades de lectura más desarrolladas obtienen relativamente menos beneficios de la enseñanza de la lectura en primer grado. DIESE STUDIE untersuchte die Gedankenbahnen bei der Entwicklung von Leseleistungen von Kindern in der Vorschule und der ersten Klasse, sowie die kognitiven und sozialen Antezedentien dieser Entwicklung. Einhundertsechsundneunzig fünf bis sechs Jahre alte Kinder wurden im Oktober und im April während ihres Vorschuljahres und dann nochmals in der ersten Klasse geprüft. Die Daten umfassten das Ermessen der Lesefähigkeit und deren kognitiven und sozialen Antezedentien, die mittels Nutzung der “Simplex‐ und Piecewise” Wachstumsmodellkurven analysiert wurden. Die Ergebnisse zeigten, daß sich während des Vorschuljahres individuelle Differenzen im Lesen verbesserten und daß dieser Zuwachs bei jenen, die mit bereits gut entwickelten Leistungen in der Vorschule begannen, schneller vonstatten ging. Jedoch verringerten sich individuelle Differenzen während der ersten Klasse. Die Ergebnisse empfehlen, d...

The precursors of double dissociation between reading and spelling in a transparent orthography

“…Because reading in our study was operationalized with reading fluency measures (due to lack of variability in reading accuracy measures in Finnish) and spelling with an accuracy measure, we expected that slow reading would be associated with slow RAN (e.g., de Jong & van der Leij, 2002;Eklund et al, 2013;Georgiou et al, 2011;Landerl et al, 2013;Wimmer et al, 1998) and inaccurate spelling would be associated with phonological problems (e.g., Furnes & Samuelsson, 2011;Landerl & Wimmer, 2008;Mayringer et al, 1998;Moll et al, 2014;Niolaki, Masterson, & Terzopoulos, 2013). Second, letter knowledge in kindergarten has been found to be a key predictor of reading and spelling skills (e.g., Kirby, Parrila, & Pfeiffer, 2003;Leppänen, Niemi, Aunola, & Nurmi, 2004;Lerkkanen, Rasku-Puttonen, Aunola, & Nurmi, 2004;Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004), and in the present study the role of letter knowledge is for the first time examined with respect to unexpected reading and spelling deficits. We expected it to be deficient in both the unexpected poor readers' and the unexpected poor spellers' groups.…”

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

“…The developments of these skills have been shown to reveal substantial inter-individual differences over the early school years, as well as high inter-individual stability (Crosnoe et al, 2010;Parrila, Aunola, Kirby, Leskinen, & Nurmi, 2005). For example, Leppänen, Niemi, Aunola, and Nurmi (2004) and Parrila et al (2005) showed high stability in reading performance:…”

“…The developments of these skills have been shown to reveal substantial inter-individual differences over the early school years, as well as high inter-individual stability (Crosnoe et al, 2010;Parrila, Aunola, Kirby, Leskinen, & Nurmi, 2005). For example, Leppänen, Niemi, Aunola, and Nurmi (2004) and Parrila et al (2005) showed high stability in reading performance:Children who had manifested a higher level of reading performance in the beginning of Grade 1 also outperformed other children at the end of the school year. Moreover, the results for math skills (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004;Crosnoe et al, 2010) have shown that children who enter school with high level skills continue to perform more highly than children who enter school with lower levels of skills.…”

Treino de competências académicas e pre-académicas em crianças com problemas escolares

“…Uma série de investigadores identificaram, inclusive, um conjunto diversificado de competências que são pré-requisito para a aprendizagem de outras habilidades, como a leitura, a escrita e a aritmética, especialmente, nos anos iniciais de escolaridade, pelo que quando um aluno não as apresenta toda a aprendizagem futura será condicionada, podendo culminar no insucesso escolar (Leppänen, Niemi, Aunola & Nurmi, 2004;Levingston, Neef & Cihon, 2009;Wood, Frank & Wacker, 1998). Doutra parte, na literatura da área, está comprovado que os métodos de ensino individualizados são o método mais eficaz de instrução (Siler & VanLehn, 201, Lake, Davis & Madden, 2011).…”