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Download full textMatthias Grünke; Isabel Gürcay; Janine Bracht; Alina Jochims; Matthias Schulden; Anne Barwasser; Ellen Duchaine – International Electronic Journal of Elementary Education, 2024
The ability to recognize and name the sounds of alphabet letters is a crucial prerequisite for students as they embark on their journey to learn how to read. Regrettably, some children face significant challenges in this area. In this single-case multiple baseline study, we utilized mnemonic pictures to facilitate the memorization of the…
Descriptors: Phoneme Grapheme Correspondence, Mnemonics, Pictorial Stimuli, Grade 1
Direct linkHuschka, Sina S.; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus – Reading and Writing: An Interdisciplinary Journal, 2021
We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M[subscript age] = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten,…
Descriptors: Reading Fluency, Reading Comprehension, German, Kindergarten
Holopainen, Leena; Koch, Arno; Hakkarainen, Airi; Kofler, Doris – Reading Psychology, 2020
We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade…
Descriptors: Foreign Countries, Comparative Education, Predictor Variables, Reading Skills
Rothe, Josefine; Schulte-Körne, Gerd; Ise, Elena – Reading and Writing: An Interdisciplinary Journal, 2014
Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking…
Descriptors: Orthographic Symbols, Longitudinal Studies, Foreign Countries, German
Suggate, Sebastian; Reese, Elaine; Lenhard, Wolfgang; Schneider, Wolfgang – Reading and Writing: An Interdisciplinary Journal, 2014
Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made…
Descriptors: Foreign Countries, Elementary School Students, German, English
Caravolas, Marketa; Landerl, Karin – Scientific Studies of Reading, 2010
Effects of syllable structure and of alphabetic reading skills on the development of phoneme awareness were investigated in a longitudinal study. Awareness of phonemes in syllable onsets and codas was examined in first graders speaking Czech (n = 45) and German (n = 33). Czech children showed higher awareness of phonemes in onsets than in codas,…
Descriptors: Reading Difficulties, Syllables, Phonemes, Reading Skills
