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dc.contributor.authorSunde, Kristin
dc.contributor.authorFurnes, Bjarte Reidar
dc.contributor.authorLundetræ, Kjersti
dc.date.accessioned2020-03-17T10:34:58Z
dc.date.available2020-03-17T10:34:58Z
dc.date.created2019-06-13T09:17:08Z
dc.date.issued2019-05
dc.identifier.citationSunde, K., Furnes, B., Lundetræ, K. (2020) Does introducing the letters faster boost the development of children’s letter knowledge, word reading and spelling in the first year of school? Scientific Studies of Readin, 24(2), pp. 141-158nb_NO
dc.identifier.issn1088-8438
dc.identifier.urihttp://hdl.handle.net/11250/2647150
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on May 17, 2019, available online: http://www.tandfonline.com/10.1080/10888438.2019.1615491.nb_NO
dc.description.abstractLearning the relationships between letters and sounds is a key component of early literacy development and a central aim during the first year of school. Introducing one new letter a week is the most common approach in many countries, but little is known about how the pace of letter instruction contributes to the development of early literacy skills. This study used a natural experiment to investigate how a faster pace of letter instruction influences the development of letter knowledge, word reading, and spelling during the first year of school. Regression analysis showed that a faster pace yielded significantly better results for all outcome measures, and logistic-regression models showed that the lowest-performing children benefited more than the highest-performing one from a faster pace. The study concludes with a discussion of those novel findings and suggestions about their implications for teaching practice.nb_NO
dc.language.isoengnb_NO
dc.publisherInforma UK Limited (Taylor & Francis)nb_NO
dc.subjectlesevitenskapnb_NO
dc.subjectliteracynb_NO
dc.subjectleseopplæringnb_NO
dc.titleDoes Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School?nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.rights.holderCopyright © 2020 Informa UK Limitednb_NO
dc.subject.nsiVDP::Social science: 200::Education: 280nb_NO
dc.source.pagenumber141-158nb_NO
dc.source.volume24nb_NO
dc.source.journalScientific Studies of Readingnb_NO
dc.source.issue2nb_NO
dc.identifier.doi10.1080/10888438.2019.1615491
dc.identifier.cristin1704527
cristin.unitcode217,6,6,0
cristin.unitnameNasjonalt senter for leseopplæring og leseforsking
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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