Reading-related skills in earlier- and later-schooled children

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Abstract

We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged four and seven years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged seven (later-schooled) and one aged four (earlier-schooled). Schooling effects were measured by comparing the later-schooled group with earlier-schooled age-matched controls. There were significant effects of age and schooling on phonological awareness and visual-verbal learning, and an effect of age, but not schooling, on vocabulary and short-term verbal memory. We conclude that age-related factors and reading instruction contribute to the development of phoneme awareness and that vocabulary and verbal memory improve with age.

Item Type: Journal Article
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Faculty of Science, Engineering and Medicine > Science > Psychology
Library of Congress Subject Headings (LCSH): Reading, Children -- Language
Journal or Publication Title: Scientific Studies of Reading
Publisher: Taylor & Francis
ISSN: 1088-8438
Official Date: 28 January 2011
Dates:
Date
Event
28 January 2011
Published
Volume: Vol.15
Number: No.3
Page Range: pp. 244-266
DOI: 10.1080/10888431003706309
Status: Peer Reviewed
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 17 December 2015
Date of first compliant Open Access: 17 December 2015
Funder: University of Warwick
URI: https://wrap.warwick.ac.uk/37626/

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