Ci sono differenti predittori della lettura nelle lingue che hanno un’ortografia trasparente? Evidenze da uno studio longitudinale.
Abstract
The aim of this study was to use path modelling to establish how rapid automatized naming (RAN), verbal short-term memory (VSTM), letter-sound connection (LSC), phoneme blending (PHB), and Raven tasks predict reading in Finnish and German. Students (N = 769) from Finland, Germany, and Italy (German-speaking children from South Tyrol) were followed from first grade until the end of second grade. Firstly, in all countries, LSC was found to be the strongest predictor for reading in first grade. Secondly, Finnish students’ word-reading skills were better than those of German and Italian students throughout the follow-up period, but word-reading level in first grade predicted word-reading level after one year only for Italian and German students. Thirdly, rapid automatized naming (RAN) and verbal short-term memory (VSTM) predicted reading skills in each orthography and country with a different power and at different phases, implying that the educational system also has a role in predicting reading skills.
Keywords
Full Text:
PDFReferences
Bauer, K., & Koch. (2010). Phonological awareness tests: Cross-linguistic study in Finland, Germany, and Italy. Formulated for this study.
Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., … Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23(6), 678–686.
de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91(3), 450–476.
Denckla, M. B., & Rudel, R. (1974). Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children. Cortex, 10(2), 186–202.
Ennemoser, M., Marx, P., Weber, J., & Schneider, W. (2012). Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. Spezifische Vorläuferfertigkeiten der Lesegeschwindigkeit, des Leseverständnisses und des Rechtschreibens: Evidenz aus zwei Längsschnittstudien vom Kindergarten bis zur 4. Klasse [Specific predictors for reading and spelling disabilities: Evidence from kindergarten to class 4]., 44(2), 53–67.
Foy, J. G., & Mann, V. (2006). Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading, 29(2), 143–161.
Fthenakis, W. E. (2008). Bildung von Anfang an: Bildungskonzepte für Kinder unter sechs Jahren aus internationaler und nationaler Perspektive [Education for children under 6 years from an international perspective]. In Hoppe & A. Schack (Eds.). Rohstoff bildung: Lebenslang lernen. Wiesbadener gespräche zur sozialpolitik [Material for life-long learning: Discussion from Wiesbaden for socialpolitics]. Heidelberg: Dr. Curt Haefner Verlag.
Furnes, B., & Samuelsson, S. (2009). Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: A cross-linguistic comparison. Journal of Research in Reading, 32(3), 275–292.
Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. Dyslexia: An International Journal of Research and Practice, 16(2), 119–142.
Georgiou, G. K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25(2), 321–346.
Hansen, J., & Bowey, J. A. (1994). Phonological analysis skills, verbal working memory, and reading ability in second-grade children. Child Development, 65(3), 938–950.
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378.
Holopainen, L., Mäkihonko, M., & Bauer, K. (2010). Phonological awareness tests: Cross-linguistic study in Finland, Germany and Italy.
Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart. Scientific Studies of Reading, 9(4), 351–365.
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H. T., Lohvansuu, K., … Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(6), 686–694.
Larcher, E., & Zandonella, M. (2012). Ursachen unterschiedlicher Schülerinnenleistungen in Tirol und Südtirol [Reasons for Students’ different achievement in South Tyrol]. Wien, Austria: SORA Institute for Social Research and Consulting.
Lenhard, W., & Schneider, W. (2006). ELFE 1-6. Ein leseverständnistest für erst-bis sechstklässler [Reading tests for students from first to sixth grade]. Göttingen: Hogrefe.
Lindeman, J. (1998). ALLU–ala-asteen lukutesti [ALLU–reading test for primary school]. Turku, Finland: Center for Learning Research, University of Turku.
Lyytinen, H., Aro, M., Holopainen, L., Leiwo, M., Lyytinen, P., & Tolvanen, A. (2005). Children’s language development and reading acquisition in a highly transparent language. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy. (pagg. 47–63). Mahwah, NJ: Lawrence Erlbaum.
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665–681.
Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide. Los Angeles, CA: Muthén & Muthén.
Pennington, B. F. (1991). Diagnosing learning disorders: A neuropsychological framework. New York, NY, US: Guilford Press.
Raven, J. C., Court, J. H., & Raven, J. (1992). Raven Manual: Standard Progressive Matrices. Oxford, UK: Oxford Psychologists Press.
Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness and children’s reading. British Journal of Developmental Psychology, 8(3), 209–225.
Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174.
Suomi, K., Toivanen, J., & Ylitalo, R. (2008). On the phonological interpretation of the quantity opposition. In Finnish sound structure: Phonetics, phonology, phonotactics, and prosody: Vol. Studia humaniaria ouluensia 9 (Oulu, Finland: University of Oulu, pagg. 39–42). Oulu, Finland: University of Oulu.
Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children With and Without Familial Risk for Dyslexia. Journal of Learning Disabilities, 43(4), 308–321.
Wechsler, D. (2003). Wechsler Intelligence Scale for Children: Technical and Interpretative Manual (4th Edition). San Antonio, TX: Psychological Corporation.
White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91(3), 461–481.
Wimmer, H., & Schurz, M. (2010). Dyslexia in regular orthographies: Manifestation and causation. Dyslexia (Chichester, England), 16(4), 283–299.
Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9(5), 429–436.
DOI: https://doi.org/10.7358/ecps-2020-021-holo
Copyright (©) 2020 Leena Holopainen, Doris Kofler, Arno Koch, Airi Hakkarainen, Kristin Bauer, Livia Taverna – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto