Development and Predictors of Reading Skills in a 5-Year Italian Longitudinal Study
| Title: | Development and Predictors of Reading Skills in a 5-Year Italian Longitudinal Study |
|---|---|
| Language: | English |
| Authors: | Sara Mascheretti, Chiara Luoni, Sandro Franceschini, Elena Capelli (ORCID |
| Source: | Infant and Child Development. 2024 33(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Reading Skills, Skill Development, Longitudinal Studies, Elementary School Students, Reading Achievement, Phonological Awareness, Short Term Memory, Verbal Ability, Nonverbal Ability, Intelligence, Environmental Influences, Socioeconomic Status, Reading Difficulties, Beginning Reading |
| Geographic Terms: | Italy |
| DOI: | 10.1002/icd.2542 |
| ISSN: | 1522-7227 1522-7219 |
| Abstract: | Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5-year longitudinal study, we investigated the development of reading skills in 327 Italian-speaking children (male: n = 180, 55%) from Grade 1 (mean age = 6.16 ± 0.28) to Grade 5 (mean age = 10.82 ± 0.31). We tested their reading performance at the end of each school year (Grade 1-5) and examined the impact of early cognitive factors (phonological awareness-PA, verbal short-term memory-vSTM, and non-verbal intelligence), environmental factors (socioeconomic status) as well as Grade 1 reading proficiency on subsequent reading development. A linear development of reading skills was found in both children classified as typical readers and those with reading disabilities. Non-verbal intelligence, PA, vSTM and reading proficiency at the end of Grade 1 predicted reading development throughout primary school (reading speed: R2-Intercept = 61.8%; R2-Slope = 12.9%, and reading accuracy: R2-Intercept = 40.1%; R2-Slope = 22.2%). The stability of reading performance across school grades highlights the significance of early reading skills as a marker and target for early intervention programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455120 |
| Database: | ERIC |
| ISSN: | 1522-7227 1522-7219 |
|---|---|
| DOI: | 10.1002/icd.2542 |
| Published in: | Infant and Child Development |
| Language: | English |