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A concept of word in text: A waters...

Flanigan, Kevin William.

A concept of word in text: A watershed event in early reading acquisition.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	A concept of word in text: A watershed event in early reading acquisition./
作者:	Flanigan, Kevin William.
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2425.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496448994

A concept of word in text: A watershed event in early reading acquisition.
Flanigan, Kevin William.

A concept of word in text: A watershed event in early reading acquisition. - 117 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2425.

Thesis (Ph.D.)--University of Virginia, 2003.

The purpose of this study was to examine a model of early reading acquisition that hinged on a phenomenon seldom explored in beginning reading research: a child's concept of word in text. Previous research in early literacy acquisition has centered on the role phonological awareness---the awareness of and ability to manipulate the sound structure of spoken language---plays in early reading development. However, a small line of research suggests that children's ability to match spoken words to written words while reading connected text---a concept of word in text---is a watershed event in early reading acquisition that bridges a primitive form of phonological awareness with a more sophisticated form of phonological awareness.

ISBN: 0496448994Subjects--Topical Terms:

1000005408
Education, Reading.

A concept of word in text: A watershed event in early reading acquisition.
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245 1 2 $a A concept of word in text: A watershed event in early reading acquisition.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2425.
500 $a Adviser: Marcia Invernizzi.
502 $a Thesis (Ph.D.)--University of Virginia, 2003.
520 $a The purpose of this study was to examine a model of early reading acquisition that hinged on a phenomenon seldom explored in beginning reading research: a child's concept of word in text. Previous research in early literacy acquisition has centered on the role phonological awareness---the awareness of and ability to manipulate the sound structure of spoken language---plays in early reading development. However, a small line of research suggests that children's ability to match spoken words to written words while reading connected text---a concept of word in text---is a watershed event in early reading acquisition that bridges a primitive form of phonological awareness with a more sophisticated form of phonological awareness.
520 $a In this study, 56 kindergarten children were assessed on measures of beginning sound awareness, concept of word in text, full phoneme segmentation ability, spelling ability, and word recognition ability. Analysis of the data supported the proposed model and essentially replicated a previous study by Morris (1993). Most important, the present study's findings strongly support the notion that a child's concept of word in text plays a pivotal role in early reading acquisition. The results of this general line of work may inform early identification for children at-risk of reading failure, beginning reading instruction, and future research in early literacy acquisition.
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