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- Title
Phonological skills and reading comprehension.
- Authors
Engen, Liv; Høien, Torleiv
- Abstract
In the present study the main focus is on the impact of phonological awareness on reading comprehension. The study involved 1300 children in Grade 1. Syllable awareness, phoneme awareness, word decoding and reading comprehension were each assessed with two or three subtests. The results were analyzed by structural modeling. Due to the marked skewness observed for some of the manifest variables, separate analyses were performed for students with average word decoding performance and for students with poor word decoding. Both among average and poor decoders, phonological awareness had a direct impact on reading comprehension, indicating that phonological factors play an independent role in the processing of text. One possible way to explain this observation is that at least two critical factors in comprehension, vocabulary and short-term memory, are both determined in part by phonological ability. It might also be the case that phonological awareness partly reflects metacognitive processes assumed to be involved in reading comprehension.
- Subjects
READING comprehension; STUDENTS; LEXICOLOGY; VOCABULARY; SHORT-term memory; ETYMOLOGY
- Publication
Reading & Writing, 2002, Vol 15, Issue 7/8, p613
- ISSN
0922-4777
- Publication type
Article
- DOI
10.1023/A:1020958105218