Academic Journals Database
Disseminating quality controlled scientific knowledge

Does systematic reading instruction impede prediction of reading a shallow orthography?

ADD TO MY LIST
 
Author(s): ALFRED SCHABMANN | BARBARA MARIA SCHMIDT | CHRISTIAN KLICPERA | BARBARA GASTEIGER-KLICPERA | KATHRIN KLINGEBIEL

Journal: Psychology Science Quarterly
ISSN 1866-6140

Volume: 51;
Issue: 3;
Start page: 315;
Date: 2009;
VIEW PDF   PDF DOWNLOAD PDF   Download PDF Original page

Keywords: reading instruction | prediction of reading | phonics instruction | phonological awareness | rapid automatized naming

ABSTRACT
Different methods of reading instructions have been the subject of controversy. This study examined the influence of systematic phonics vs. non-systematic phonics methods of instruction on the prediction of reading. 443 kindergarten children were tested on phonological awareness, naming speed and visual word matching using the Bielefelder Screening (BISC). Children were retested in grades one and four. Results showed that although the prognostic validity of kindergarten measures was generally low, it was considerably higher for grade one children in classes with non-systematic phonics instruction. Children who received systematic phonics instruction scored significantly higher on measures of phonological decoding as compared to their peers who received less systematic instruction. Implications for the prediction of reading and early screenings are discussed.
Why do you need a reservation system?      Affiliate Program