The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2

By Mia Dufva, P. Niemi, M. Voeten. 2001

135 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bf10a6d0eaf9855fe6cb2a77544cff62d01fc161

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children (2012, methodology): “Phonological awareness appears not to contribute to later listening comprehension after the autoregressive effect of previous listening comprehension has been controlled for (Dufva et al., 2001).”
Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “While some have found phonological skills to play a significant role in early reading skills ( Dufva, Niemi, & Voeten, 2001; Lyytinen et al., 2006; Patel, Snowling, & de Jong, 2004; Silven, Poskiparta, Niemi, & Voeten, 2007), others have found RAN to be a more reliable predictor of reading than pho”
Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control (2011, background): “, 2005; de Jong & Olson, 2004); other indications are that this is not the case (Dufva et al., 2001; Gathercole et al., 2006).”
The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence (2002, background): “The downward trend may be consistent with the hypothesis that as children increase in age, their reading processes become more automatized and require less use of working memory (Dufva et al., 2001).”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, result): “…consistent with those of previous studies in transparent orthographies in that the effect of listening comprehension Simple View of Reading in Finnish 197 was strong compared to reading fluency (for a review, see Florit & Cain, 2011; see also Dufva et al., 2001, and Verhoeven & van Leeuwe, 2008).”
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “For example, Georgiou, Parrila, and Papadopoulos (2008) and Dufva, Niemi, and Voeten (2001) have demonstrated that phonological shortterm memory was a unique predictor of reading accuracy in Greek and in Finnish, respectively.”
Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, background): “For example, in a longitudinal study of Finnish, a highly transparent orthography, preschool PM modestly predicted word recognition in Grades 1 and 2, and was strongly related to listening comprehension ( Dufva, Niemi, & Voeten, 2001 ).”