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Phonological recoding,orthographic decoding,and comprehension skills during reading acquisition |
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| Authors: | Julia Knoepke MA Prof Dr Tobias Richter Dr Maj-Britt Isberner Prof Dr Johannes Naumann PhD Yvonne Neeb |
| Institution: | 1. Institut für Psychologie, Universit?t Kassel, Holl?ndische Stra?e 36–38, 34127, Kassel, Deutschland 4. Fachbereich Erziehungswissenschaften, Universit?t Frankfurt am Main, Grüneburgplatz 1, 60323, Frankfurt am Main, Deutschland 5. Deutsches Institut für Internationale P?dagogische Forschung, Schlo?stra?e 29, 60486, Frankfurt am Main, Deutschland |
| Abstract: | To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels. |
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