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Predictors of Preschoolers' Reading Skills : Analysis by Age Groups and Reading Tasks  

Choi, Na-Ya (Dept. of Child & Family Studies, The Catholic Univ. of Korea)
Yi, Soon-Hyung (Dept. of Child Development & Family Studies, Seoul Nat'l Univ.)
Publication Information
Journal of Families and Better Life / v.26, no.4, 2008 , pp. 41-54 More about this Journal
Abstract
The purpose of this study was to investigate predictors concerning preschoolers' ability to read words, in terms of their sub-skills of alphabet knowledge, phonological awareness, and phonological processing. Fourteen literacy sub-tests and three types of reading tasks were administered to 289 kindergartners aged 4 to 6 in Busan. The main results are as follows. Sub-skills that predicted reading ability varied with children's age. Irrespective of children's age groups, knowledge of consonant names and digit naming speed commonly explained the reading of real words. In contrast, skills of syllable deletion and phoneme substitution and knowledge of alphabet composition principles were related to only 4-year-olds' reading skills. Exclusively included was digit memory in predicting 5-year-olds' reading abilities, and knowledge of vowel sounds in 6-year-olds' reading skills. The type of reading task also influenced reading ability. A few common variables such as knowledge of consonant names and vowel sounds, digit naming speed, and phoneme substitution skill explained all types of word reading. Syllable counting skills, however, had predictive value only for the reading of real words. Phoneme insertion skills and digit memory had predictive value for the reading of pseudo words and low frequency letters. Likewise, knowledge of consonant sounds and vowel stroke-adding principles were significant only for the reading of low frequency letters.
Keywords
reading words; literacy skills;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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