6533b82ffe1ef96bd12946fc
RESEARCH PRODUCT
Relations between enabling skills and reading comprehension: a follow-up study of Latvian students from first to second grade.
Torleiv HøienIeva Sprugevicasubject
Word readingMalePhonemic awarenessFollow up studiesLatvianGeneral MedicineLatvialanguage.human_languageMemory Short-TermArts and Humanities (miscellaneous)Reading comprehensionReadingPhoneticsDevelopmental and Educational PsychologylanguagePredictive powerHumansFemalePsychologyChildFactor Analysis StatisticalGeneral PsychologyCognitive psychologyFollow-Up Studiesdescription
Sprugevica, I. & Hoien, T. (2004). Relations between enabling skills and reading comprehension: A follow-up study of Latvian students from first to second grade. Scandinavian Journal of Psychology, 45, 115–122. In order to examine the relationships among various phonological skills and reading comprehension, Latvian children were followed from grade 1 to grade 2 and were tested with a battery of phonological, word reading, and reading comprehension tasks. A principal component analysis of the phonological tasks revealed three salient factors: a phonemic awareness factor, a rapid naming factor, and a short-term memory factor. In order to analyze the relationship between various phonological skills and reading comprehension, a structural modeling analysis was performed. Phonemic awareness and rapid naming explained approximately the same amount of unique variance in reading comprehension, but phonemic awareness had most predictive power indirectly via word decoding. Only rapid naming had a significant direct impact on reading comprehension.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2004-03-16 | Scandinavian journal of psychology |