Die vorhersage früher lese- und rechtschreibschwierigkeiten: Phonologische schwächen als prädiktoren

Translated title of the contribution: The prediction of early reading and spelling difficulties: Phonological deficits as predictors

Heinz Mayringer*, Heinz Wimmer, Karin Landerl

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)

    Abstract

    The predictive contribution of phonological skills at school entry to reading and spelling performance at the end of Grade 1 was examined with a sample of about 560 boys. The main concern was the coincidence between poor phonological skills and later problems in reading or spelling. Various analyses consistently indicated a rather feeble association between phonological skills and literacy achievement. Most of the children with poor phonological skills were able to read and to spell within the normal range at the end of Grade 1. As a possible reason for the low predictive value of phonological skills in the present study the early assessment of reading and spelling along with a very slowly progressing phonologically oriented instruction is discussed.

    Translated title of the contributionThe prediction of early reading and spelling difficulties: Phonological deficits as predictors
    Original languageGerman
    Pages (from-to)57-69
    Number of pages13
    JournalZeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
    Volume30
    Issue number2
    Publication statusPublished - 1998

    Keywords

    • Phonological deficits
    • Prediction study
    • Reading and spelling

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