Word reading, letter knowledge and memory skills in Danish children (6-year-olds)
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Word reading, letter knowledge and memory skills in Danish children (6-year-olds). / Malling, Anne Sofie Bøgh; Juul, Holger; Gejl, Anne Kær; Damsgaard, Linn; Wienecke, Jacob; Nielsen, Anne-Mette Veber.
In: Scandinavian Journal of Educational Research, Vol. 66, No. 7, 2022, p. 1237-1252.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Word reading, letter knowledge and memory skills in Danish children (6-year-olds)
AU - Malling, Anne Sofie Bøgh
AU - Juul, Holger
AU - Gejl, Anne Kær
AU - Damsgaard, Linn
AU - Wienecke, Jacob
AU - Nielsen, Anne-Mette Veber
N1 - CURIS 2022 NEXS 272
PY - 2022
Y1 - 2022
N2 - In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.
AB - In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.
KW - Faculty of Science
KW - Decoding
KW - Letter knowledge
KW - Working memory
KW - Short-term memory
KW - Kindergarten
U2 - 10.1080/00313831.2021.1983646
DO - 10.1080/00313831.2021.1983646
M3 - Journal article
VL - 66
SP - 1237
EP - 1252
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
SN - 0031-3831
IS - 7
ER -
ID: 276213887