How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography

Autor/inn/en	Ergül, Cevriye; Bahap Kudret, Zeynep; Ökcün-Akçamus, Meral Ç.; Akoglu, Gözde; Demir, Ergül; Kiliç Tülü, Burcu
Titel	How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography
Quelle	In: Literacy Research and Instruction, 61 (2022) 1, S.41-60 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergül, Cevriye) ORCID (Bahap Kudret, Zeynep) ORCID (Ökcün-Akçamus, Meral Ç.) ORCID (Akoglu, Gözde) ORCID (Demir, Ergül) ORCID (Kiliç Tülü, Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2021.2008557
Schlagwörter	Naming; Phonological Awareness; Reading Achievement; Kindergarten; Grade 1; Elementary School Students; Prediction; Longitudinal Studies; Structural Equation Models; At Risk Students; Reading Difficulties; Turkish; Socioeconomic Status; Foreign Countries; Reading Tests; Word Recognition; Phonetics; Reading Fluency; Turkey + Suchen Sie Ihr Suchwort? Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading difficulty; Leseschwierigkeit; Türkisch; Socio-economic status; Sozioökonomischer Status; Ausland; Lesetest; Worterkennung; Phonetik; Fonetik; Türkei
Abstract	The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of kindergarten and in the fall semester of first grade, their reading skills were assessed at the end of fall semester of first grade. A total of 365 children participated in all assessments. Structural equation modeling was used to examine the prediction status of phonological awareness and rapid naming on reading achievement. Results revealed that although phonological awareness was a better predictor of reading than rapid naming, both skills predicted reading achievement significantly at all three time points, and that the contribution of these skills to reading differed at various points in time. In conclusion phonological awareness and rapid naming are strong predictors of reading achievement in a highly transparent orthography as indicated by the previous research. Thus, by assessing these skills, children at risk for reading difficulties can be identified and supported early to increase their chance of success in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01