Exploring the dual-foundation model: evidence from British and Czech children

Anna Cunningham; Marketa Caravolas; Gabriela Siedlova Malkova; Laura R. Shapiro; Anne Castles

Exploring the dual-foundation model: evidence from British and Czech children

Anna Cunningham, Marketa Caravolas, Gabriela Siedlova Malkova, Laura R. Shapiro, Anne Castles

Research output: Contribution to conference › Poster › peer-review

Abstract

The dual foundation model presents that theory that letter-sound knowledge (LK) and phoneme awareness (PA) uniquely and interactively predict early reading/ spelling skills. Data from two large-scale sample of children aged four and a half years in Britain and the Czech Republic found that LK was strong and PA weak in the British sample, while the opposite pattern was found in the Czech children. LK and the interaction between LK and PA predicted reading in British children, while only LK predicted reading in Czech children. Results suggest that only when both PA and LK are sufficiently developed do they effectively form the foundation of reading.

Original language	English
Publication status	Published - 18 Jul 2018

Keywords

Phonological awareness
reading acquisition
Letter knowledge

Cite this

@conference{0c23fde7ec35482bbf4bb7f779157e2b,

title = "Exploring the dual-foundation model: evidence from British and Czech children",

abstract = "The dual foundation model presents that theory that letter-sound knowledge (LK) and phoneme awareness (PA) uniquely and interactively predict early reading/ spelling skills. Data from two large-scale sample of children aged four and a half years in Britain and the Czech Republic found that LK was strong and PA weak in the British sample, while the opposite pattern was found in the Czech children. LK and the interaction between LK and PA predicted reading in British children, while only LK predicted reading in Czech children. Results suggest that only when both PA and LK are sufficiently developed do they effectively form the foundation of reading. ",

keywords = "Phonological awareness, reading acquisition, Letter knowledge",

author = "Anna Cunningham and Marketa Caravolas and {Siedlova Malkova}, Gabriela and Shapiro, {Laura R.} and Anne Castles",

year = "2018",

month = jul,

day = "18",

language = "English",

}

TY - CONF

T1 - Exploring the dual-foundation model: evidence from British and Czech children

AU - Cunningham, Anna

AU - Caravolas, Marketa

AU - Siedlova Malkova, Gabriela

AU - Shapiro, Laura R.

AU - Castles, Anne

PY - 2018/7/18

Y1 - 2018/7/18

N2 - The dual foundation model presents that theory that letter-sound knowledge (LK) and phoneme awareness (PA) uniquely and interactively predict early reading/ spelling skills. Data from two large-scale sample of children aged four and a half years in Britain and the Czech Republic found that LK was strong and PA weak in the British sample, while the opposite pattern was found in the Czech children. LK and the interaction between LK and PA predicted reading in British children, while only LK predicted reading in Czech children. Results suggest that only when both PA and LK are sufficiently developed do they effectively form the foundation of reading.

AB - The dual foundation model presents that theory that letter-sound knowledge (LK) and phoneme awareness (PA) uniquely and interactively predict early reading/ spelling skills. Data from two large-scale sample of children aged four and a half years in Britain and the Czech Republic found that LK was strong and PA weak in the British sample, while the opposite pattern was found in the Czech children. LK and the interaction between LK and PA predicted reading in British children, while only LK predicted reading in Czech children. Results suggest that only when both PA and LK are sufficiently developed do they effectively form the foundation of reading.

KW - Phonological awareness

KW - reading acquisition

KW - Letter knowledge

M3 - Poster

ER -

Exploring the dual-foundation model: evidence from British and Czech children

Abstract

Keywords

Fingerprint

Cite this