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A longitudinal study of phonological...

Stage, Scott Andrew.

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A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition./
Author:	Stage, Scott Andrew.
Description:	80 p.
Notes:	Major Professor: Richard K. Wagner.
Contained By:	Dissertation Abstracts International52-10A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9202316

A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition.
Stage, Scott Andrew.

A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition. - 80 p.

Major Professor: Richard K. Wagner.

Thesis (Ph.D.)--The Florida State University, 1991.

This study was conducted to investigate the causal relationships among phonological and orthographic knowledge and processing abilities and word reading ability. One hundred first grade children participated in the study from Time 1 (November, 1989) to Time 2 (April, 1989). Each child was tested at both times with a battery of tasks to measure phonological and orthographic knowledge and processing abilities, word reading ability, and intelligence (at Time 1 only). Principal components analysis was used to empirically define these constructs. Three separate path analyses were conducted: (1) The causal effects of prior phonological and orthographic knowledge and processing abilities, word-reading ability, intelligence, and digit span performance on subsequent word-reading ability were tested. A large direct effect of prior word-reading ability was found. Prior phonological knowledge and processing ability had a small direct effect. (2) The causal effects of these variables on subsequent phonological knowledge and processing ability were tested. A large direct effect of prior phonological knowledge and processing ability was found. Prior orthographic knowledge and processing ability had a small direct effect. (3) The causal effects of these variables on subsequent orthographic knowledge and processing ability were tested. A large direct effect of prior orthographic knowledge and processing ability was found. Vocabulary had a small direct effect. It is suggested that the causal models presented in this study are a more accurate reflection of these abilities than other studies, because autoregression effects (i.e., effects of the variable at Time 1 on itself at Time 2) are taken into consideration. The importance of critical time periods in reading acquisition is discussed.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition.
LDR:02743nam 2200277 a 45 001 929861
005 20110427
008 110427s1991 eng d
035 $a (UnM)AAI9202316
035 $a AAI9202316
040 $a UnM $c UnM
100 1 $a Stage, Scott Andrew. $3 1253347
245 1 0 $a A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition.
300 $a 80 p.
500 $a Major Professor: Richard K. Wagner.
500 $a Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3567.
502 $a Thesis (Ph.D.)--The Florida State University, 1991.
520 $a This study was conducted to investigate the causal relationships among phonological and orthographic knowledge and processing abilities and word reading ability. One hundred first grade children participated in the study from Time 1 (November, 1989) to Time 2 (April, 1989). Each child was tested at both times with a battery of tasks to measure phonological and orthographic knowledge and processing abilities, word reading ability, and intelligence (at Time 1 only). Principal components analysis was used to empirically define these constructs. Three separate path analyses were conducted: (1) The causal effects of prior phonological and orthographic knowledge and processing abilities, word-reading ability, intelligence, and digit span performance on subsequent word-reading ability were tested. A large direct effect of prior word-reading ability was found. Prior phonological knowledge and processing ability had a small direct effect. (2) The causal effects of these variables on subsequent phonological knowledge and processing ability were tested. A large direct effect of prior phonological knowledge and processing ability was found. Prior orthographic knowledge and processing ability had a small direct effect. (3) The causal effects of these variables on subsequent orthographic knowledge and processing ability were tested. A large direct effect of prior orthographic knowledge and processing ability was found. Vocabulary had a small direct effect. It is suggested that the causal models presented in this study are a more accurate reflection of these abilities than other studies, because autoregression effects (i.e., effects of the variable at Time 1 on itself at Time 2) are taken into consideration. The importance of critical time periods in reading acquisition is discussed.
590 $a School code: 0071.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, General. $3 1018034
690 $a 0525
690 $a 0620
690 $a 0621
710 2 0 $a The Florida State University. $3 1017727
773 0 $t Dissertation Abstracts International $g 52-10A.
790 $a 0071
790 1 0 $a Wagner, Richard K., $e advisor
791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9202316