Word reading, letter knowledge and memory skills in Danish children (6-year-olds)
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Documents
- Malling et al_Scandinavian Journal of Educational Research_2022_Vol 66(7)_1237-1252
Final published version, 1.9 MB, PDF document
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.
Original language | English |
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Journal | Scandinavian Journal of Educational Research |
Volume | 66 |
Issue number | 7 |
Pages (from-to) | 1237-1252 |
Number of pages | 16 |
ISSN | 0031-3831 |
DOIs | |
Publication status | Published - 2022 |
- Faculty of Science - Decoding, Letter knowledge, Working memory, Short-term memory, Kindergarten
Research areas
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