Early reading acquisition and its relation to reading experience and ability 10 years later.

Abstract

A group of lst-graders who were administered a battery of reading tasks in a previous study were followed up as 1 lth graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 1 lth-grade outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as well as 3rd-and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 1 lth grade, even after 1 lth-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences in the growth in reading comprehension ability throughout the elementary grades and thereafter.

Speaking Out for Language

“…For example, observational studies have linked language experiences and associated language and then reading ability from age 2 to fourth grade (Walker, Greenwood, Hart, & Carta, 1994), from age 3 through third grade (NICHD Early Child Care Research Network, 2005), from kindergarten through eighth grade (Catts, Adlof, & Weismer, 2006;Dickinson & Tabors, 2001), and from first grade through high school (Cunningham & Stanovich, 1997).…”

Algumas relações entre Narrativas, Romance e a Psicologia Experimental da Cognição Literária e Habilidades Sociais

“…Sem dúvida que o relativismo e subjetivismo de uma narrativa dessa monta são mais desafiadores em termos de desenvolvimento e aplicação de capacidades metaintencionais do que saber que o nariz tão grande da "vovó" é para sentir melhor o cheiro de Chapeuzinho e a boca tão grande é para comê-la. Mas, como sugere o estudo de Cunningham & Stanovich (1997), talvez ler, na mais tenra infância, o conto de fadas (que Charles Perrault hauriu do folclore francês) facilite sobremaneira ler (e entender) Joyce quando "adulto literário".…”

Hva norske barnehagelærerstudenter mener de har lært om barns språktilegnelse og tidlige litterasitet

“…I løpet av barnehagealderen utvikler barn grunnleggende ord-og begrepskunnskap. Disse årene er fylt med rike muligheter til å bli kjent med tegn og symboler (Cunningham & Stanovich 1997;Dickinson, McCabe, Anastasopolulos, PeisnerFeinberg & Poe 2003). Når barn hører og praktiserer ord og setninger i samspill med voksne i ulike aktiviteter, så representerer dette viktige språklaeringssituasjoner for barna.…”