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Wednesday stream 4 Session 16.10 - 17.25 Length 25 minutes
Liv Engen and Torleiv Hoien
Dyslexia Research Foundation, Stavanger, Norway liv.engen@dysleksi.no
Abstract
Does phonological awareness have a direct impact on reading comprehension over and above the indirect effect mediated by word decoding? This issue was addressed in a study involving 1300 children in Grade 1. Syllables awareness, phoneme awareness, word decoding and reading comprehension were each assessed with two or three subtests. The results were analyzed by structural modeling. Due to the marked skewness observed for some of the manifest variables, separate analyses were performed for students with average word decoding performance and students with poor word decoding. Both among average and poor decoders, phonological awareness had a direct impact on reading comprehension. This indicate that phonological factors play an independent role in the processing of text. One possible way to explain this observation is that at least to two critical factors in comprehension, vocabulary and short term memory, both are determined by phonological ability. Another possibility is that phonological awareness partly reflects some of the metacognitive processes assumed to be involved in reading comprehension
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