| Autor: |
Uhry, Joanna K. |
| Předmět: |
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| Zdroj: |
Scientific Studies of Reading; 2002, Vol. 6 Issue 4, p319-342, 24p, 4 Charts |
| Abstrakt: |
Kindergarten children in literature-based classrooms listen to stories again and again during shared readings by teachers, and then they pretend-read the stories on their own. Eventually they are able to synchronize vocalizations with individual printed words in an activity called finger-point reading. Success with this voice-to-print match is associated with success in phoneme segmentation and invented spelling. The study reported here used hierarchical regression to explore relationships among these and possible additional factors such as one-to-one correspondence concepts and automaticity in letter name recognition. Significant unique contributions to variance in voice-print matching were found for tag-counting (used here as a measure of one-to-one correspondence), and for speed in letter naming, as well as for invented spelling. As in models in which automatic automatized letter naming most likely clears processing space for monitoring alphabetic mapping, or the matching of sounds in words with letters in text during the complex finger-point reading task. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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