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Reading-related skills in earlier- and later-schooled children
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Cunningham, Anna Julie and Carroll, Julia M. (2011) Reading-related skills in earlier- and later-schooled children. Scientific Studies of Reading, Vol.15 (No.3). pp. 244-266. doi:10.1080/10888431003706309 ISSN 1088-8438.
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Official URL: http://dx.doi.org/10.1080/10888431003706309
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 | ||||
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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: |
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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 |
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