000			02106nam a22002537a 4500
003			ZW-GwMSU
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008			241205b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aSavage, Robert _eauthor
245	1	2	_aA developmental model of reading acquisition based upon early scaffolding errors and subsequent vowel inferences _ccreated by Robert Savage and Stuart Morag
264	1		_aOxfordshire: _bTaylor and Francis, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 26 , number 1,
520	3		_aThis paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., "torn" misread as "town" or "tarn"), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6-year-old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., "bark", "mark", "dark" --> "park" or "harm") before attempting to read the CVCs a second time. Children's reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference-use helps to specify precise representations of CVC words from preliminary scaffolding errors.
650			_aRhyme _vVocabulary _xPhonology
700	1		_aMorag, Stuart _eco-author
856			_uhttps://doi.org/10.1080/01443410500340983
942			_2lcc _cJA
999			_c168545 _d168545