Separating The Influences Of Prereading Skills On Early Word And Nonword Reading (review of article 42th)

Separating The Influences Of Prereading Skills On Early Word And Nonword Reading

An essential first step for early readers is to learn to match prints with phonological representations. For new words, this is an easy process in which each grapheme has to be translated separately (serial decoding). The role of phonological awareness in developing decoding strategies is well known. We check whether early readers recruit different skills depending on the nature of the words being read (familiar words and nonwords). Printing knowledge, phoneme and rhyme awareness, rapidly automatized naming (RAN), short-term phonological memory (STM), nonverbal reasoning, vocabulary, hearing skills, and visual attention were measured on 392 prerequisites of age 4 and 5 years. The reading of words and not keywords is measured 9 months later.

They found that various skills were associated with reading outcomes: initial print knowledge, phonological STM, phonem awareness and RAN. Their findings indicate that early readers were very interested in their current printing knowledge to read familiar words. On the other hand, children may start recruiting more phonological skills as they encounter unusual foreign words. An important field of investigation for further research is whether words that read profits for children with good print knowledge are maintained as they become more advanced readers.

Annisa Masnasuri Kesai

16611069

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