Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

Kim, Young-Suk; Pallante, Daniel H.

doi:10.1007/s11145-010-9244-0

Cited by 63 publications

(56 citation statements)

References 55 publications

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“…These skills can be measured in kindergarten or early on in fi rst grade and include phonological abilities, rapid automatized naming (RAN), letter knowledge, grammatical skills, and vocabulary (Badian, 1995 ;Muter, Hulme, Snowling, & Stevenson, 2004 ). Our fi ndings among Hebrew speaking children replicate and expand several studies that have identifi ed additional cognitive skills related to word reading, such as memory, executive skills, speed of processing, and other aspects of general ability (Brunswick et al, 2012 ;Kim & Pallante, 2012 ;Lervag, Braten, & Hulme, 2009 ;Muter et al, 2004 ). In the discussion we address the importance of including multiple measures to identify poor word readers.…”

Section: Discussionsupporting

confidence: 77%

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

et al. 2016

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Most research on the development of reading has focused on linguistic abilities, such as naming and phonological awareness, and their role in reading, recent studies have found several specifi c cognitive dimensions to be associated with the development of early decoding and word recognition skills such as visual attention span, working memory and executive functions. The current study examined the connection between cognitive abilities and reading at the beginning of fi rst grade and at the end of fi rst grade after an intervention program. As well as the cognitive and linguistic profi le of children who benefi ted most from the intervention.Strong correlations between several cognitive skills, such as memory, executive skills, speed of processing, and other aspects of general ability and word reading at the beginning and end of grade were found among Hebrew speaking. In addition children with low phonological processing and slow naming benefi ted and low memory skills the least from the intervention program.This study has advanced us towards a complex model of word reading diffi culties in young children. Furthermore, the results demonstrate universal cognitive processes that are necessary in order to acquire adequate reading development as well as language specifi c cognitive processes. Keywords Reading • Decoding • Intervention program • Cognitive abilities • Linguistic abilitiesThe most common factor identifying young poor readers is word reading diffi culties. This fi nding is consistent across orthographies (Share, 2008 ). While most of the research on word reading diffi culties has focused on phonological awareness and rapid naming, recent research suggests that other cognitive factors such as visual attention span, short term memory, and working memory also play a significant role in word reading level

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Section: Discussionsupporting

confidence: 77%

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

et al. 2016

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“…The interaction of grade level and student condition showed that LC was significant while the interaction of the three variables together showed WD was significant. According to Kim & Pallante (2012), decoding can be word reading (or word recognition) and/or phonological decoding (e.g., non-word reading). In the current study we relied on the second type.…”

Section: Discussionmentioning

confidence: 99%

“…In the current study we relied on the second type. Phonological coding depends more on the grapheme-phoneme correspondence knowledge whereas word reading would draw on semantic and orthographic processes (Kim & Pallante, 2012). Phonological decoding fluency (i.e., nonsense word fluency) has been shown to be related to reading comprehension in a few studies with English-speaking children (Fien et al, 2008;cited in Kim & Pallante, 2012).…”

Section: Discussionmentioning

confidence: 99%

Variations in Arabic Reading Skills between Normally Achieving and at Risk for Reading Disability Students in Second and Fourth Grades

Emam¹,

Kazem²,

Al-Said³

et al. 2014

RES

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The study investigated variations in Arabic reading skills between normally achieving students and students at risk for reading disability in second and fourth grades. Using a cross-sectional design the study tested the effect of gender, grade level, and student condition on the variation of Arabic reading skills. Participants were 381 Arabic speaking children from second and fourth grades. Participants included both normally achieving students and students who were referred to the Learning Disabilities Unit in elementary schools in Oman. Dependent measures of the study included letter sound identification (LSI), word decoding (WD), phonological awareness (PA) through blending and segmentation, word recognition (WR), reading comprehension (RC), and listening comprehension (LC) in Arabic. Multivariate analysis indicated that gender, grade level and student condition had an effect on variation of reading skills. Additionally, the interaction effect of grade level and student condition as well as the combination of the three independent variables showed similar effects. Significant reading skills varied according to gender, grade level and student condition in addition to the interaction effects. WD, LSI and LC were significant as a result of the interaction effects. The results are discussed in relation to the characteristics of the Arabic language orthography.

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“…La primera referencia en español a la CSL es de Alegría (2006), que la denomina "modelo simple de lectura", pero hasta 2012 no se encuentran los primeros estudios que intentan analizar la utilidad de este modelo para explicar la comprensión lectora en hablantes nativos de español (Infante, Coloma y Himmel. 2012;Kim y Pallante, 2012).…”

Section: Introductionunclassified

“…La utilidad de la CSL para explicar la comprensión lectora de hablantes monolingües de español ha sido investigada con alumnos chilenos (Infante et al, 2012;Kim y Pallante, 2012), españoles (Mesa, Melgarejo y Saldaño, 2013) y peruanos (Morales, Verhoeven y van Leeuwe, 2008, 2011Tapia, Aguado y Ripoll, 2016).…”

Section: Introductionunclassified

La Concepción Simple De La Lectura en Alumnos De 4º De Primaria De Quito

2017

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<p>La concepción simple de la lectura es un modelo que trata de explicar la comprensión lectora a partir de dos variables, que son la habilidad para la descodificación y la comprensión del lenguaje oral. En los últimos años se ha desarrollado un extenso conjunto de investigaciones sobre este modelo en lectores de inglés. Aunque se han realizado estudios en otros idiomas con sistemas ortográficos transparentes, apenas ha habido investigaciones en lectores de español. El propósito de esta investigación ha sido recoger datos sobre la aplicabilidad de la concepción simple de la lectura a la lectura del español. Para ello se evaluó con la batería PROLEC-R y con el test CLP a 87 alumnos de una escuela pública de la ciudad de Quito. Los resultados indican que incorporar la fluidez o velocidad de lectura al modelo puede ser más adecuado para explicar la comprensión lectora del español. La variable más relacionada con la comprensión lectora de textos fue la comprensión oral, aunque la descodificación y la velocidad de lectura hicieron una pequeña contribución adicional. En cambio, la comprensión lectora de oraciones sólo se relacionó de forma significativa con la descodificación. Esto indica que en la enseñanza y en la evaluación de la lectura es necesario considerar especialmente la comprensión oral, la precisión en la descodificación y la velocidad en la descodificación.</p>

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Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

Cited by 63 publications

References 55 publications

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

Variations in Arabic Reading Skills between Normally Achieving and at Risk for Reading Disability Students in Second and Fourth Grades

La Concepción Simple De La Lectura en Alumnos De 4º De Primaria De Quito

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