Okano, Kaori and Tsuchiya, Motonori. 1999. Education in Contemporary Japan: Inequality and Diversity. Cambridge, UK: Cambridge University Press.     

Tomoko Ako 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,21(2):353-354

  相似文献   

Okano,Kaori and Tsuchiya,Motonori. 1999. Education in Contemporary Japan: Inequality and Diversity. Cambridge,UK: Cambridge University Press.     

Ako  Tomoko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(3-4):353-354

International Review of Education -  相似文献   

Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish-speaking children     

Cevriye Ergül  Meral Çilem Ökcün-Akçamuş  Gözde Akoğlu  Seher Yalçın  Burcu Kılıç Tülü  Zeynep Bahap Kudret 《Psychology in the schools》2023,60(1):234-254

In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables.  相似文献