Spelling and word recognition in Grades 1 and 2: Relations to phonological awareness and naming speed in Dutch children

The influences of early phonological awareness and naming speed on Dutch children's later word spelling were investigated in a longitudinal study. Phonological awareness and naming speed predicted spelling in early Grade 1, later Grade 1, and later Grade 2. Phonological awareness, however, pred...

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Veröffentlicht in:	Applied psycholinguistics 2010-01, Vol.31 (1), p.59-80
Hauptverfasser:	VERHAGEN, WIM G. M., AARNOUTSE, COR A. J., VAN LEEUWE, JAN F. J.
Format:	Artikel
Sprache:	eng
Schlagworte:	Child development Children Cognition & reasoning Comparative Analysis Control Groups Dutch language Elementary education Elementary School Students Foreign Countries Grade 1 Grade 2 Grade 5 Graphemes Indo European Languages Language Language Tests Languages Linguistics Longitudinal Studies Measures (Individuals) Naming Netherlands Pattern recognition Phonemic Awareness Phonetics Phonological Awareness Prediction Reading Difficulties Spelling Structural Equation Models Word Recognition
Online-Zugang:	Volltext
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