Preschool Predictors of Early Literacy Acquisition in German-Speaking Children

Fricke, Silke; Szczerbiński, Marcin; Fox-Boyer, Annette; Stackhouse, Joy

doi:10.1002/rrq.116

Cited by 38 publications

(44 citation statements)

References 113 publications

(210 reference statements)

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“…Despite all 32 children in this study being of similar age and receiving similar reading training in school, reading levels varied significantly across children. This result corroborates previous findings drawn from German beginning readers (e.g., Fricke et al, 2016Fricke et al, , 2008, and converges with reports of individual variability in lexical, phonological and speech motor domains (e.g., Edwards et al, 2011;Grigos, 2009;Smith & Goffman, 1998;Sosa & Stoel-Gammon, 2012).…”

Section: Variability In Children's Reading Proficiency and Coarticulatory Patternssupporting

confidence: 92%

Learning to Read Interacts with Children’s Spoken Language Fluency

Popescu

Noiray

2021

Language Learning and Development

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Until at least the end of adolescence, children articulate speech differently than adults. While this discrepancy is often attributed to the maturation of the speech motor system, we sought to demonstrate that the development of spoken language fluency is shaped by complex interactions across motor and cognitive domains. In this study, we specifically tested for a relationship between reading proficiency and coarticulatory organization, a fundamental correlate of spoken language fluency, used for both reading aloud and conversational speech. We conducted reading assessments and ultrasoundbased kinematic measurements of intersegmental coarticulation in a group of 32 German children. In German, a language which supports rather consistent grapheme-to-phoneme relationships, reading aloud uses similar phoneme to speech motor gesture correspondences as well as coarticulatory mechanisms as conversational speech. Using general additive modeling we found that better readers exhibited lower degrees of intersegmental coarticulation than poorer readers. This study therefore provides evidence that reading proficiency interacts with coarticulatory patterns in beginning readers. It suggests that in addition to maturational factors, interactions between speech motor ability and other co-developing skills must be considered to fully account for spoken language fluency.

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Section: Variability In Children's Reading Proficiency and Coarticulatory Patternssupporting

confidence: 92%

Learning to Read Interacts with Children’s Spoken Language Fluency

Popescu

Noiray

2021

Language Learning and Development

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“…The outstanding predictive value of this task over the other naming tasks can be explained by the belief that the letter-naming fluency tasks mirror letter knowledge (Bowey, 2005). Therefore, grapheme knowledge associated with simple letters is presented as a good precursor to reading in Spanish and in other languages (Fricke et al, 2016; Snel et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In the same way, De la Calle et al (2018) emphasized letter knowledge as an early predictor of word and pseudoword decoding measures in Spanish. Fricke et al (2016) revealed that skills related to letter knowledge and naming speed among 5-year-olds are the best precursors of word and pseudoword fluency in German first graders ( R 2 LetterKnowledge - Fluency = .36, R 2 NamingSpeed-Fluency = .29). These investigations have corroborated letter knowledge as a strong predictor of initial reading development across languages with varying degrees of spelling consistency.…”

Section: Early Literacy Skills With the Greatest Predictive Value For Reading Performancementioning

confidence: 99%

Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish

et al. 2020

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Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the predictive value of phonological awareness, naming speed, and orthographic skills for early reading in Spanish. Participants included 362 Spanish children aged 4 to 5 years. We used data analysis to examine the relationships between these precursors and fluency through a structural equation model and investigated the risk indicators of poor reading performance according to the double deficit and triple deficit hypotheses using binary logistic analysis. Our research delimits a model for the Spanish language that emphasizes the predictive value of phonological awareness, letter-naming fluency, and knowledge of graphemes in early reading. Letter-naming fluency is the best precursor to early reading experiences, and poor early reading performance in children is explained by deficits in phonological awareness, naming speed, and visual orientation. Our findings confirm the risk indicators of the triple deficit hypothesis in the early learning of reading in Spanish.

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“…Correlation and 95% CI Sénéchal & LeFevre, 2002Rego, 1997Badian, 1994Schatschneider, Fletcher, Francis, Carlson et al, 2004Evans, Shaw, & Bell, 2000Carlson, 2014Hannula, Lepola, & Lehtinen, 2010Lepola, Niemi, Kuikka, & Hannula, 2005Tunmer, Herriman, & Nesdale, 1988Shatil & Share, 2003Stevenson & Newman, 1986Roth, Speece, & Cooper, 2002Fricke, Szczerbinski, Fox-Boyer, & Stackhouse, 2016Bowey, 1995Silva & Cain, 2015Adlof, Catts, & Lee, 2010Kirby, Deacon, Bowers, Izenberg et al, 2012Durand, Loe, Yeatman, & Feldman, 2013Taylor, Anthony, Aghara, Smith et al, 2008 -1,00 -0,50 0,00 0,50 1,00…”

Section: Study Namementioning

confidence: 99%

Preschool predictors of later reading comprehension ability: a systematic review

Hjetland¹,

Brinchmann²,

Scherer³

et al. 2017

Campbell Systematic Reviews

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This Campbell systematic review examines the relationships between skills in preschool and later reading comprehension. The review summarizes evidence from 64 longitudinal studies that have observed these relationships. Code‐related skills in preschool (e.g., phoneme awareness and letter knowledge) are indirectly related to reading comprehension via word decoding. Linguistic comprehension is directly related to reading comprehension skills. Code‐related skills and linguistic comprehension were strongly related. Moreover, language comprehension was more important for reading comprehension in older readers than in younger readers. Plain language summary Preschool language skills are associated with better reading comprehension at schoolThe evidence suggests that successful instruction for reading comprehension should target a broad set of language skills. The review in briefA variety of language skills related to both language comprehension (e.g., vocabulary and grammar) and code‐related skills (e.g., phonological awareness and letter knowledge) is important for developing decoding skills and, in turn, reading comprehension in school. Thus, reading comprehension instruction is more likely to be successful if it focuses on a broad set of language skills. What is this review about?Determining how to provide the best instruction to support children's reading comprehension requires an understanding of how reading comprehension actually develops. To promote our understanding of this process, this review summarizes evidence from observations of the development of language and reading comprehension from the preschool years into school. The main outcome in this review is reading comprehension skills.Understanding the development of reading comprehension and its precursors can help us develop hypotheses about what effective instruction must comprise to facilitate well‐functioning reading comprehension skills. These hypotheses can be tested in randomized controlled trials.What studies are included?This review includes studies that observe the relationship between preschool language and code‐related skills and later reading comprehension. A total of 64 studies were identified, all of which were included in the analysis. However, several of them suffered from considerable attrition, used convenience sampling, included a selected sample and failed to report on important study and sample characteristics.The studies spanned 1986 to 2016 and were mostly performed in the USA, Europe and Australia. What are the main findings of this review?Code‐related skills in preschool (e.g., phoneme awareness and letter knowledge) are indirectly related to reading comprehension via word decoding. Linguistic comprehension is directly related to reading comprehension skills. Code‐related skills and linguistic comprehension were strongly related. Moreover, language comprehension was more important for reading comprehension in older readers than in younger readers. What do the findings of this review mean?These results show that a broad set of langu...

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Preschool Predictors of Early Literacy Acquisition in German-Speaking Children

Cited by 38 publications

References 113 publications

Learning to Read Interacts with Children’s Spoken Language Fluency

Learning to Read Interacts with Children’s Spoken Language Fluency

Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish

Preschool predictors of later reading comprehension ability: a systematic review

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