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Identifier

000464673

Title

Ο ρυθμός ανάπτυξης επιμέρους προφορικών γλωσσικών δεξιοτήτων παιδιών πρώτης σχολικής ηλικίας με δυσκολίες μάθησης του γραπτού λόγου και η σχέση του με τη διαμόρφωση του μαθησιακού τους προφίλ : μια διαχρονική μελέτη / Απόστολου Καργιωτίδη.

Alternative Title

The oral language growth of children with literacy difficulties in early elementary grades and its association with the development of their learning profile : a longitudinal study

Author

Καργιωτίδης, Απόστολος

Thesis advisor

Μανωλίτσης Γιώργος

Reviewer

Τάφα Ευθημία
Μουζάκη Αγγελική
Γρηγοράκης Ιωάννης
Αϊδίνης Αθανάσιος
Παντελιάδου Σουζάνα
Αντωνίου Φωτεινή

Abstract

The purpose of the present longitudinal study was to examine the oral language growth differences between children with literacy difficulties and children without literacy difficulties, during the first three elementary grades. Furthermore, we examined whether oral language growth was associated with a resolving tendency of early literacy difficulties. The participants of the present study were 240 children from public mainstream primary schools in Heraklion, who were initially recruited at the beginning of the first grade and were followed up until the end of the third grade. Measures of phonological awareness, morphological awareness, vocabulary, and rapid automatized naming were administered in all three grades for the assessment of oral language growth. We also administered standardized tests to assess children’s reading skills (i.e., word reading accuracy, pseudoword reading accuracy, text reading fluency, and reading comprehension) in all three grades and their spelling skills in grades 2 and 3. Based on their performance on the standardized reading tests in grades 1 and 2 and on the standardized spelling test in grade 2, children were classified into a group with literacy difficulties (N = 158) and a group without literacy difficulties (N = 82). Children with literacy difficulties were further classified into a group with mixed literacy difficulties (N = 90), a group with single reading difficulties (N = 17), and a group with single spelling difficulties (N = 51). To examine whether children presented a persistent literacy difficulties profile (N = 114) or a resolving literacy difficulties profile (N = 44) we reclassified them based on their performance on the standardized reading measures in grades 2 and 3 and the standardized spelling test in grade 3. Results showed that the growth rate of all oral language skills, except from vocabulary, differed significantly between children with and without literacy difficulties, during the first three elementary grades. We also found that the growth rate of morphological awareness was significantly different between children with mixed literacy difficulties and children with single reading difficulties. Moreover, results showed that children with resolving literacy difficulties presented a more increased growth rate of morphological awareness than children with persistent literacy difficulties from grade 2 to grade 3. Finally, we found that children with resolving single spelling difficulties had a significantly higher morphological awareness growth rate than children with persistent single spelling difficulties from grade 2 to grade 3. Our findings provide valuable insights for the early prognosis and intervention of literacy difficulties.

Language

Greek

Subject

Growth rate

Literacy difficulties

Morphological awareness

Phonological awareness

Rapid automatized naming

Vocabulary

Δυσκολίες μάθησης του γραπτού λόγου

Λεξιλόγιο

Μορφολογική επίγνωση