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Att förklara läsförståelse hos förstaklassare: En studie om vilka kognitiva förmågor som förklarar läsförståelse hos barn i årskurs ett
Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology. Linköping University, Faculty of Health Sciences.
Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology. Linköping University, Faculty of Health Sciences.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
To Explain the Reading Ability of First Graders : A study of the cognitive skills that explain reading comprehension in children during the first year of school (English)
Abstract [sv]

Fonologisk medvetenhet, ordavkodningsförmåga, bokstavskunskap och arbetsminneskapacitet har visats predicera den tidiga läsförmågan. Syftet med föreliggande studie var att undersöka hur dessa olika kognitiva förmågor tillsammans förklarar läsförståelse hos barn i första klass. Läsförståelse, ordavkodning, fonologisk medvetenhet, bokstavskunskap samt arbetsminne undersöktes hos 36 elever i årskurs ett med normal hörsel och svenska som modersmål. Resultatet visar att ordavkodning och fonologisk medvetenhet tillsammans förklarar 62 % av variansen i läsförståelsen hos deltagarna. Slutsatsen är därmed att ordavkodning och fonologisk medvetenhet tillsammans predicerar läsförståelse i årskurs ett.

Abstract [en]

Phonological awareness, decoding skills, letter knowledge and working memory capacity predict early reading skills. The aim of the present study was to examine how these different basic cognitive abilities together can explain reading comprehension in children during first year of school. Reading comprehension, decoding, phonological awareness, letter knowledge and working memory were studied in 36 children in first grade with normal hearing and had Swedish as their native language. The results show that decoding and phonological awareness together explain 62 % of the variance in reading comprehension among the participants. The conclusion from the present study is that decoding and phonological awareness predict reading comprehension during first grade.

Place, publisher, year, edition, pages
2014. , 39 p.
Keyword [en]
Reading comprehension, decoding, fonological awareness, children in first grade
Keyword [sv]
Läsförståelse, ordavkodning, fonologisk medvetenhet, barn i första klass
National Category
Other Medical Sciences not elsewhere specified
Identifiers
URN: urn:nbn:se:liu:diva-106999ISRN: LIU-IKE/SLP-A--14/003-SEOAI: oai:DiVA.org:liu-106999DiVA: diva2:724208
Subject / course
Master (one year thesis)/Speech and Language Pathology
Supervisors
Examiners
Available from: 2014-06-12 Created: 2014-06-02 Last updated: 2014-06-13Bibliographically approved

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Att förklara läsförståelse hos förstaklassare(1497 kB)328 downloads
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CiteExportLink to record
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  • apa
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