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Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills
Author(s) -
Demont E.,
Gombert J. E.
Publication year - 1996
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1996.tb01200.x
Subject(s) - phonological awareness , psychology , comprehension , reading comprehension , vocabulary , metalinguistics , cognitive psychology , set (abstract data type) , syntax , metalinguistic awareness , reading (process) , developmental psychology , linguistics , vocabulary development , mathematics education , computer science , teaching method , literacy , pedagogy , philosophy , programming language
This study was designed to investigate the relations between two metalinguistic abilities (phonological awareness and syntactic awareness) and two components of reading (recoding abilities and comprehension). In order to study these connections, a four‐year follow‐up study comprising 23 children was set up. These children had been tested repetitively during their first years of learning to read. Results were analysed with fixed‐order regression in which the dependent variable was either recoding abilities or comprehension performances; the first steps were extraneous variables (intelligence and vocabulary levels) and the final step was that of metalinguistic measures. Stepwise regressions were performed including all the measures (metalinguistic performances and extraneous variables). Results indicated that children's phonological awareness predicts later recoding abilities, while syntactic awareness predicts later reading comprehension after effects of extraneous variables have been ruled out.