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Educational Psychology on Reading Acquisition - Dictionary of Arguments

Slater I 136
Reading acquisition/dyslexia/educational psychology: Regarding education, there is ongoing debate about the extent to which rhyme and alliteration should have a place in the early reading curriculum (e.g., Johnston & Watson, 2004)(1). This goes back to the Bradley and Bryant’s (1983)(2) study. >Reading acquisition/Bradley/Bryant.
About how best to link oral language skills to reading and spelling instruction (e.g., Wyse & Goswami, 2008)(3), about potential social class differences in school entry skills in rhyme and alliteration (e.g., Raz & Bryant, 2000)(4), and about how to foster optimal home literacy environments before a child even enters school (e.g., Whitehurst et al., 1994)(5).
Slater I 139
VsBryant/VsBradley: Even for very consistent orthographies like German, focusing simply on training letter-sound relations does not bring the same benefits as an oral language training that is combined with letters (e.g., Schneider et al., 1997)(6).

1. Johnston, R., & Watson, J. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17, 327–357.
2. Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419–421.
3. Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Journal of Educational Research, 34, 691–710.
4. Raz, I. S., & Bryant, P. (1990). Social background, phonological awareness and children’s reading. British Journal of Developmental Psychology, 8, 209–225.
5. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679–689.
6. Schneider, W., Kuespert, P., Roth, E., Vise, M., & Marx, H. (1997). Short- and long-term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66, 311–340.

Usha Goswami, „Reading and Spelling.Revisiting Bradley and Bryant’s Study“ in: Alan M. Slater & Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications

Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments
The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Educational Psychology
Slater I
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012

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