Word reading, letter knowledge and memory skills in Danish children (6-year-olds)

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Standard

Word reading, letter knowledge and memory skills in Danish children (6-year-olds). / Malling, Anne Sofie Bøgh; Juul, Holger; Gejl, Anne Kær; Damsgaard, Linn; Wienecke, Jacob; Nielsen, Anne-Mette Veber.

I: Scandinavian Journal of Educational Research, Bind 66, Nr. 7, 2022, s. 1237-1252.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Malling, ASB, Juul, H, Gejl, AK, Damsgaard, L, Wienecke, J & Nielsen, A-MV 2022, 'Word reading, letter knowledge and memory skills in Danish children (6-year-olds)', Scandinavian Journal of Educational Research, bind 66, nr. 7, s. 1237-1252. https://doi.org/10.1080/00313831.2021.1983646

APA

Malling, A. S. B., Juul, H., Gejl, A. K., Damsgaard, L., Wienecke, J., & Nielsen, A-M. V. (2022). Word reading, letter knowledge and memory skills in Danish children (6-year-olds). Scandinavian Journal of Educational Research, 66(7), 1237-1252. https://doi.org/10.1080/00313831.2021.1983646

Vancouver

Malling ASB, Juul H, Gejl AK, Damsgaard L, Wienecke J, Nielsen A-MV. Word reading, letter knowledge and memory skills in Danish children (6-year-olds). Scandinavian Journal of Educational Research. 2022;66(7):1237-1252. https://doi.org/10.1080/00313831.2021.1983646

Author

Malling, Anne Sofie Bøgh ; Juul, Holger ; Gejl, Anne Kær ; Damsgaard, Linn ; Wienecke, Jacob ; Nielsen, Anne-Mette Veber. / Word reading, letter knowledge and memory skills in Danish children (6-year-olds). I: Scandinavian Journal of Educational Research. 2022 ; Bind 66, Nr. 7. s. 1237-1252.

Bibtex

@article{f622402e1099427b9d6ffde7f9a12b33,
title = "Word reading, letter knowledge and memory skills in Danish children (6-year-olds)",
abstract = "In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.",
keywords = "Faculty of Science, Decoding, Letter knowledge, Working memory, Short-term memory, Kindergarten",
author = "Malling, {Anne Sofie B{\o}gh} and Holger Juul and Gejl, {Anne K{\ae}r} and Linn Damsgaard and Jacob Wienecke and Nielsen, {Anne-Mette Veber}",
note = "CURIS 2022 NEXS 272",
year = "2022",
doi = "10.1080/00313831.2021.1983646",
language = "English",
volume = "66",
pages = "1237--1252",
journal = "Scandinavian Journal of Educational Research",
issn = "0031-3831",
publisher = "Routledge",
number = "7",

}

RIS

TY - JOUR

T1 - Word reading, letter knowledge and memory skills in Danish children (6-year-olds)

AU - Malling, Anne Sofie Bøgh

AU - Juul, Holger

AU - Gejl, Anne Kær

AU - Damsgaard, Linn

AU - Wienecke, Jacob

AU - Nielsen, Anne-Mette Veber

N1 - CURIS 2022 NEXS 272

PY - 2022

Y1 - 2022

N2 - In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.

AB - In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.

KW - Faculty of Science

KW - Decoding

KW - Letter knowledge

KW - Working memory

KW - Short-term memory

KW - Kindergarten

U2 - 10.1080/00313831.2021.1983646

DO - 10.1080/00313831.2021.1983646

M3 - Journal article

VL - 66

SP - 1237

EP - 1252

JO - Scandinavian Journal of Educational Research

JF - Scandinavian Journal of Educational Research

SN - 0031-3831

IS - 7

ER -

ID: 276213887