1. Αποθετήριο Παραδοτέων Υποτρόφων Δράσεων ΕΣΠΑ Τριτοβάθμιας Εκπαίδευσης 2017-2023
2. Όλο το Αποθετήριο
3. Ερευνητικές ομάδες

Τύπος:	Άρθρο σε επιστημονικό περιοδικό
Τίτλος:	Early oral language precursors of different types of reading difficulties in a consistent orthography
Συγγραφέας:	[EL] Γρηγοράκης, Ιωάννης[EN] Grigorakis, Ioannis [EL] Καργιωτίδης, Απόστολος[EN] Kargiotidis, Apostolos [EL] Μουζάκη, Αγγελική[EN] Mouzaki, Aggeliki [EL] Μανωλίτσης, Γεώργιος[EN] Manolitsis, Georgios
Ημερομηνία:	23/09/2022
Περίληψη:	The present longitudinal study examined whether early oral language skills of Greek-speaking children assessed in grade 1 can predict the type of reading difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and eighty-seven children with RD were assessed on phonological awareness (PA), morphological awareness (MA), rapid automatized naming (RAN), and vocabulary in the mid of grade 1. Children were classified in the two groups based on whether they scored consistently low (below the 25th percentile) or typically (above the 25th percentile) on standardized measures of text-reading fluency and reading comprehension at the end of grade 1 and the beginning of grade 2. Next, children with RD were assigned to two subgroups: the first group included children (N = 28) with predominantly reading fluency difficulties (RFD) and the second group included children (N = 59) with single reading comprehension difficulties (RCD). A series of binomial logistic regressions showed that children’s classification in an RD group than a TD group was predicted by PA, RAN, and vocabulary achievement. Subsequent multinomial logistic regressions indicated that vocabulary, PA, and MA predicted children’s classification in the RCD subgroup more than in the TD group. Furthermore, lower PA levels and higher RAN score predicted the classification of children in the RFD group than in the RCD or the TD group. These findings highlight the contribution of early oral language assessment to the identification of children with RD and specific types of RD. Theoretical implications for the role of oral language in reading will be discussed as well as practical implications for implementing customized interventions to match children’s educational needs on specific oral language deficits.
Γλώσσα:	Αγγλικά
Σελίδες:	15
DOI:	10.3389/feduc.2022.959374
EISSN:	2504-284X
Θεματική κατηγορία:	[EL] Εκπαίδευση και Έρευνα της εκπαίδευσης[EN] Education and Educational Research
Λέξεις-κλειδιά:	reading difficulties (RD); phonological awareness (PA); morphological awareness (MA); rapid automatized naming (RAN); Vocabulary
Κάτοχος πνευματικών δικαιωμάτων:	© 2022 Grigorakis, Kargiotidis, Mouzaki and Manolitsis.
Όροι και προϋποθέσεις δικαιωμάτων:	This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms
Ηλεκτρονική διεύθυνση του τεκμηρίου στον εκδότη:	https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.959374/full
Ηλεκτρονική διεύθυνση περιοδικού:	https://www.frontiersin.org/journals/education
Τίτλος πηγής δημοσίευσης:	Frontiers in Education
Τόμος:	7
Σελίδες τεκμηρίου (στην πηγή):	Article no 959374
Σημειώσεις:	We gratefully acknowledge funding co-financed by Greece and the European Union (European Social Fund–ESF) through the Operational Program “Human Resources Development, Education and Lifelong Learning 2014-2020” in the context of the project “The role of oral language skills developmental rate on identification of children with learning difficulties in literacy and on development of their learning profiles” (MIS 5049016).
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