Metalinguistic Abilities, Phonological Recoding Skill, and the Use of Context in Beginning Reading Development: A Longitudinal Study

Authored by: William E. Tunmer , James W Chapman

Handbook of Orthography and Literacy

Print publication date:  September  2005
Online publication date:  May  2013

Print ISBN: 9780805846522
eBook ISBN: 9780203824719
Adobe ISBN: 9781136781353

10.4324/9780203824719.ch37

 Download Chapter

 

Abstract

The aim of this longitudinal study was to test a model of the relationships among the major learning tasks, learning strategies, and cognitive prerequisites of beginning reading development. Path analyses were used to examine data collected toward the end of Year 1 (when the mean age of 141 target children was 5 years, 9 months), at the middle of Year 2 (when the mean age of the children was 6 years, 5 months), and at the end of Year 2 (when the mean age of the children was 6 years, 10 months). Results indicated that the ability to use letter-sound patterns and the ability to use sentence context made the strongest independent contributions to variance in early reading achievement; that each of these abilities appeared to influence the development of the other; that the use of letter-sound patterns exerted a stronger influence than the use of sentence context in relation to both early reading development and the reciprocal causation between these two factors; and that when extraneous variables and autoregressive effects were controlled, phonological sensitivity was the major factor influencing the ability to use letter-sound patterns, and grammatical sensitivity was the major factor influencing the ability to use sentence context. The findings suggested that, when beginning readers encounter unfamiliar words in text, they should be encouraged to use letter-sound patterns first and then to use sentence context, but only to confirm hypotheses about what unfamiliar words might be, based on information from decoding attempts.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.