The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population  

Oleh:

Muter, Valerie ; Diethelm, Kay

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 51 no. 2 (Jun. 2001), page 187-219.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/51 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Formerly of the International School of Geneva Fifty-five children from multilingual backgrounds being educated in English were studied longitudinally over a two-year period, with measures taken of their phonological skill, vocabulary and letter knowledge. Phonological segmentation ability and letter knowledge proved significant predictors of both concurrent and later reading achievement a year later, irrespective of the children's native language. In contrast, rhyming measures were not significant predictors of reading skill. The findings are discussed in terms of theoretical notions about the structure of phonological awareness and its impact on early reading development.

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