Influence of appointment speed at the beginning of reading

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Published: Sep 10, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v1.356
Keywords:
Appointment speed read-write start reading comprehension

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Mª Isabel Marí Sanmillán
Universidad de Valencia
Mª Dolores Gil Llario
Universidad de Valencia
Roberta Ceccato
Universidad de Valencia
Yazna Cisternas Rojas
Universidad de Valparaíso

Abstract

The analysis of the cognitive processes that are the basis of reading skill has detected some predictors of the development of phonological-orthographic skills necessary in learning it and has identified the naming speed as a good predictor of deficit related to reading difficulties. The objective of this study is to analyze the relationship between naming speed and initial learning of literacy through the analysis of aspects such as the influence of the reading habits, age of onset of literacy or participation in specific learning methods as Kumon. The study involved 289 children aged 4 to 6 years. Results showed naming speed correlates with phonological awareness, predicts reading comprehension, enhanced by good family reading habits and the Kumon method which shows itself specially relevant when beginning the reading and writing process. These results allow us to conclude the relevance of this function in predicting success at the start of reading and writing learning processes.

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How to Cite
Marí Sanmillán, M. I., Gil Llario, M. D., Ceccato, R., & Cisternas Rojas, Y. (2014). Influence of appointment speed at the beginning of reading. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 128–139. https://doi.org/10.17060/ijodaep.2014.n1.v1.356
Issue
Vol. 1 No. 1 (2014): DEVELOPMENTAL PSYCHOLOGY
Section
Articles
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