Advances in Cognitive Sciences
تازه های علوم شناختی
Advances in Cognitive Sciences
Literature & Humanities
http://icssjournal.ir
1
admin
1561-4174
2783-073x
10.30514/icss
fa
jalali
1381
4
1
gregorian
2002
7
1
4
2
online
1
fulltext
en
The Onset of Reading Acquisition: Before and After School-start
The Onset of Reading Acquisition: Before and After School-start
تخصصي
Special
پژوهشي اصیل
Research
<div dir="ltr" style="text-align: justify;"><span style="font-size: 12px;"><span style="font-family: tahoma;">There is a connection between children’s language development and their ability to learn to read and this relationship includes several aspects of language and holds both in a short-term and a longitudinal perspective. Early prediction and identification of reading problems is an essential condition for early remediation and prevention. The first precursors of reading acquisition can be found early during the preschool period, long before the onset of formal reading instruction. Individual differences during the very first stages of formal reading instruction are also highly predictive of future development. The importance of the strength of association between early predictors and outcome is discussed as well as problems related to causality. Several practical assessment methods are illustrated and discussed.</span></span></div>
<div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:tahoma;"> </span></span></div>
<div dir="RTL"></div>
<div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:tahoma;">There is a connection between children’s language development and their ability to learn to read and this relationship includes several aspects of language and holds both in a short-term and a longitudinal perspective. Early prediction and identification of reading problems is an essential condition for early remediation and prevention. The first precursors of reading acquisition can be found early during the preschool period, long before the onset of formal reading instruction. Individual differences during the very first stages of formal reading instruction are also highly predictive of future development. The importance of the strength of association between early predictors and outcome is discussed as well as problems related to causality. Several practical assessment methods are illustrated and discussed.<br>
</span></span></div>
58
66
http://icssjournal.ir/browse.php?a_code=A-10-2-436&slc_lang=en&sid=1
Ake
Olofsson
ake.olofsson@slf.is.no
10031947532846004734
10031947532846004734
Yes
Center for Reading Research, Stavanger University College, Norway.
مرکزتحقیقات خواندن، دانشگاه استاوانگر، نروژ.