Психологическая наука и образование
2022. Том 27. № 5. С. 97–106
doi:10.17759/pse.2022270508
ISSN: 1814-2052 / 2311-7273 (online)
Развитие способностей к декодированию у детей, говорящих на боснийском языке: лонгитюдное двухлетнее исследование
Аннотация
Общая информация
Ключевые слова: развитие, чтение, учащиеся начальной школы, боснийский язык
Рубрика издания: Психология развития (Возрастная психология)
Тип материала: научная статья
DOI: https://doi.org/10.17759/pse.2022270508
Благодарности. Авторы благодарят всех детей, участвовавших в исследовании.
Получена: 20.06.2022
Принята в печать:
Для цитаты: Мемишевич Х., Малек Д., Дедич А. Развитие способностей к декодированию у детей, говорящих на боснийском языке: лонгитюдное двухлетнее исследование // Психологическая наука и образование. 2022. Том 27. № 5. С. 97–106. DOI: 10.17759/pse.2022270508
Литература
- Artelt C., Schiefele U., Schneider W. Predictors of reading literacy. European Journal of Psychology of Education, 2001. Vol. 16, no. 3, pp. 363—383. DOI: 10.1007/BF03173188
- Bar-Kochva I., Nevo E. The relations of early phonological awareness, rapid-naming and speed of processing with the development of spelling and reading: a longitudinal examination. Journal of Research in Reading, 2019. Vol. 42, no. 1, pp. 97—122. DOI: 10.1111/1467-9817.12242
- Blachman B.A., Phonological awareness, in Handbook of reading research,vol. III. 2000, Lawrence Erlbaum Associates Publishers: Mahwah, NJ, US. p. 483—502.
- Bryant P.E., MacLean M., Bradley L.L., Crossland J. Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 1990. Vol. 26, no. 3, pp. 429—438. DOI: 10.1037/0012-1649.26.3.429
- Caravolas M. Growth of Word and Pseudoword Reading Efficiency in Alphabetic Orthographies: Impact of Consistency. Journal of Learning Disabilities, 2017. Vol. 51, no. 5, pp. 422—433. DOI: 10.1177/0022219417718197
- de Jong P.F., van der Leij A. Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading. Scientific Studies of Reading, 2002. Vol. 6, no. 1, pp. 51—77. DOI: 10.1207/S1532799XSSR0601_03
- Denckla M.B., Cutting L.E. History and significance of rapid automatized naming. Annals of Dyslexia, 1999. Vol. 49, no. 1, pp. 29. DOI: 10.1007/s11881-999-0018-9
- Doty S.J., Hixson M.D., Decker D.M., Reynolds J.L., Drevon D.D. Reliability and Validity of Advanced Phonics Measures. Journal of Psychoeducational Assessment, 2015. Vol. 33, no. 6, pp. 503—521. DOI: 10.1177/0734282914567870
- Ehri L.C. Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading, 2005. Vol. 9, no. 2, pp. 167—188. DOI: 10.1207/s1532799xssr0902_4
- Florit E., Cain K. The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? Educational Psychology Review, 2011. Vol. 23, no. 4, pp. 553—576. DOI: 10.1007/s10648-011-9175-6
- Flowers T.A., Flowers L.A. Factors Affecting Urban African American High School Students’ Achievement in Reading. Urban Education, 2008. Vol. 43, no. 2, pp. 154—171. DOI: 10.1177/0042085907312351
- Furnes B., Samuelsson S. Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual Differences, 2011. Vol. 21, no. 1, pp. 85—95. DOI: 10.1016/j.lindif.2010.10.005
- Georgiou G.K., Papadopoulos T.C., Fella A., Parrila R. Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 2012. Vol. 112, no. 1, pp. 1—17. DOI: 10.1016/j.jecp.2011.11.006
- Georgiou G.K., Parrila R., Papadopoulos T.C. The anatomy of the RAN-reading relationship. Reading and Writing, 2016. Vol. 29, no. 9, pp. 1793—1815. DOI: 10.1007/s11145-016-9653-9
- Glover T.A. A Data-Driven Coaching Model Used to Promote Students’ Response to Early Reading Intervention. Theory Into Practice, 2017. Vol. 56, no. 1, pp. 13—20. DOI: 10.1080/00405841.2016.1260401
- Hodgins H., Harrison G.L. Improving phonological awareness with Talking Tables in at-risk kindergarten readers. Research in Developmental Disabilities, 2021. Vol. 115, pp. 103996. DOI: 10.1016/j.ridd.2021.103996.
- Høien T., Lundberg I., Stanovich K.E., Bjaalid I.-K. Components of phonological awareness. Reading and Writing, 1995. Vol. 7, no. 2, pp. 171—188. DOI: 10.1007/BF01027184
- Hoover W.A., Gough P.B. The simple view of reading. Reading and Writing, 1990. Vol. 2, no. 2, pp. 127—160. DOI: 10.1007/BF00401799
- Hoover W.A., Tunmer W.E., The components of reading, in Reading acquisition processes, G.B. Thompson, W.E. Tunmer, and T. Nicholson, Editors. 1993, Adelaide, Australia: Multilingual Matters.: Adelaide, Australia: Multilingual Matters. p. 1—19.
- Hulme C., Zhou L., Tong X., Lervåg A., Burgoyne K. Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental Science, 2019. Vol. 22, no. 1, pp. e12745. DOI: 10.1111/desc.12745
- IBM, IBM SPSS Statistics for Windows, Version 27.0. 2020, Armonk, NY: IBM corp: Armonk, NY.
- Johann V., Könen T., Karbach J. The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 2020. Vol. 26, no. 3, pp. 324—344. DOI: 10.1080/09297049.2019.1649381
- Joshi R.M., Ji X.R., Breznitz Z., Amiel M., Yulia A. Validation of the Simple View of Reading in Hebrew — A Semitic Language. Scientific Studies of Reading, 2015. Vol. 19, no. 3, pp. 243—252. DOI: 10.1080/10888438.2015.1010117
- Masoura E., Gogou A., Gathercole S.E. Working memory profiles of children with reading difficulties who are learning to read in Greek. Dyslexia, 2021. Vol. 27, no. 3, pp. 312—324. DOI: 10.1002/dys.1671
- McCandliss B., Beck I.L., Sandak R., Perfetti C. Focusing Attention on Decoding for Children With Poor Reading Skills: Design and Preliminary Tests of the Word Building Intervention. Scientific Studies of Reading, 2003. Vol. 7, no. 1, pp. 75—104. DOI: 10.1207/S1532799XSSR0701_05
- McWeeny S., Choi S., Choe J., LaTourrette A., Roberts M.Y., Norton E.S. Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta-analysis. Reading Research Quarterly, 2022. Vol. n/a, no. n/a DOI: https://doi.org/10.1002/rrq.467
- Memisevic H., Dedic A., Biscevic I., Hadzic S., Pasalic A., Malec D. Identifying predictors of reading speed and reading comprehension in Bosnian. Applied Neuropsychology: Child, 2020, Vol.11, no. 3, pp. 1—10. DOI: 10.1080/21622965.2020.1815023
- Memisevic H., Dedic A., Malec D. Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors. European Journal of Education and Pedagogy, 2022. Vol. 3, no. 1, pp. 31—36.
- Memisevic H., Malec D., Biscevic I. Predictors of reading fluency in second and third grade students: Results from Bosnia and Herzegovina. Studia Psychologica, 2019. Vol. 61, no. 3, pp. 175—188. DOI: 10.21909/sp.2019.03.781
- Meyer M.S., Wood F.B., Hart L.A., Felton R.H. Selective Predictive Value of Rapid Automatized Naming in Poor Readers. Journal of Learning Disabilities, 1998. Vol. 31, no. 2, pp. 106—117. DOI: 10.1177/002221949803100201
- Michalsky T., Mevarech Z.R., Haibi L. Elementary School Children Reading Scientific Texts: Effects of Metacognitive Instruction. The Journal of Educational Research, 2009. Vol. 102, no. 5, pp. 363—376. DOI: 10.3200/JOER.102.5.363-376
- Nouwens S., Groen M.A., Verhoeven L. How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing. Reading and writing, 2017. Vol. 30, no. 1, pp. 105—120. DOI: 10.1007/s11145-016-9665-5
- Olson R.K., Wise B., Ring J., Johnson M. Computer-Based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development of Word Recognition. Scientific Studies of Reading, 1997. Vol. 1, no. 3, pp. 235—253. DOI: 10.1207/s1532799xssr0103_4
- Pae H.K., Sevcik R.A., Morris R.D. Cross-language correlates in phonological awareness and naming speed: evidence from deep and shallow orthographies. Journal of Research in Reading, 2010. Vol. 33, no. 4, pp. 374—391. DOI: 10.1111/j.1467-9817.2009.01417.x
- Patarapichayatham C., Nese J.F., Sáez L., The Plateau of Oral Reading Fluency Growth: An Initial Recommendation When to Stop Assessing. 2013, University of Oregon. National Center on Assessment and Accountability for Special Education.
- Puolakanaho A., Ahonen T., Aro M., Eklund K., Leppänen P.H.T., Poikkeus A.-M., Tolvanen A., Torppa M., Lyytinen H. Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes: Strong to Accuracy but Only Minor to Fluency. Journal of Learning Disabilities, 2008. Vol. 41, no. 4, pp. 353—370. DOI: 10.1177/0022219407311747
- Retelsdorf J., Köller O., Möller J. On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 2011. Vol. 21, no. 4, pp. 550—559. DOI: 10.1016/j.learninstruc.2010.11.001
- Rosselli M., Matute E., Ardila A. [Neuropsychological predictors of reading ability in Spanish]. Revista de neurologia, 2006. Vol. 42, no. 4, pp. 202—210.
- Saiegh-Haddad E., Taha H. The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers. Dyslexia, 2017. Vol. 23, no. 4, pp. 345—371. DOI: 10.1002/dys.1572
- Snowling M.J., Hulme C. Annual Research Review: Reading disorders revisited — the critical importance of oral language. Journal of Child Psychology and Psychiatry, 2021. Vol. 62, no. 5, pp. 635—653. DOI: 10.1111/jcpp.13324
- Spencer M., Wagner R.K. The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis. Review of Educational Research, 2018. Vol. 88, no. 3, pp. 366—400. DOI: 10.3102/0034654317749187
- Thompkins A.C., Binder K.S. A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level. Reading Research Quarterly, 2003. Vol. 38, no. 2, pp. 236—258. DOI: 10.1598/RRQ.38.2.4
- Tibi S., Kirby J.R. Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic. Scientific Studies of Reading, 2018. Vol. 22, no. 1, pp. 70—84. DOI: 10.1080/10888438.2017.1340948
- Tiu R.D., Thompson L.A., Lewis B.A. The Role of IQ in a Component Model of Reading. Journal of Learning Disabilities, 2003. Vol. 36, no. 5, pp. 424—436. DOI: 10.1177/00222194030360050401
- van Setten E.R.H., Hakvoort B.E., van der Leij A., Maurits N.M., Maassen B.A.M. Predictors for grade 6 reading in children at familial risk of dyslexia. Annals of Dyslexia, 2018. Vol. 68, no. 3, pp. 181—202. DOI: 10.1007/s11881-018-0162-1
- Wagner R.K., Torgesen J.K., Laughon P., Simmons K., Rashotte C.A. Development of young readers’ phonological processing abilities. Journal of educational psychology, 1993. Vol. 85, no. 1, pp. 83—103.
- Wolf M., A provisional, integrative account of phonological and naming-speed deficits in dyslexia: Implications for diagnosis and intervention, in Foundations of reading acquisition and dyslexia: Implications for early intervention, B.A. Blachman, Editor. 1997, Lawrence Erlbaum Associates: Mahwah, NJ. p. 67—92.
- Wolf M., Denckla M.B., RAN/RAS: Rapid automatized naming and rapid alternating stimulus tests. 2005: Pro-ed Austin, TX.
- Wolff U. RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention. Annals of Dyslexia, 2014. Vol. 64, no. 2, pp. 151—165. DOI: 10.1007/s11881-014-0091-6
- Ziegler J.C., Bertrand D., Tóth D., Csépe V., Reis A., Faísca L., Saine N., Lyytinen H., Vaessen A., Blomert L. Orthographic Depth and Its Impact on Universal Predictors of Reading:A Cross-Language Investigation. Psychological Science, 2010. Vol. 21, no. 4, pp. 551—559. DOI: 10.1177/0956797610363406
Информация об авторах
Метрики
Просмотров
Всего: 219
В прошлом месяце: 7
В текущем месяце: 2
Скачиваний
Всего: 94
В прошлом месяце: 0
В текущем месяце: 1