The purpose of the present study was to examine the Home Literacy Model of reading development in an orthographically transparent language. Seventy Greek children were followed from kindergarten until grade 3 and were administered measures of general cognitive ability, phonological awareness, letter knowledge, rapid naming, vocabulary, reading fluency, and comprehension. The parents of the children responded also to a questionnaire on home literacy activities. The results indicated that the Home Literacy Mode is overly simplistic and should be expanded to include relationships with RAN and letter knowledge.
|Number of pages||1|
|Journal||International Journal of Psychology|
|Publication status||Published - 2008|
|Event||The XXIX International Congress of Psychology - Berlin, Germany|
Duration: 21 Jul 2008 → 25 Jul 2008