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1、LauraShapiroPsychology,SchoolofLifeandHealthSciences,AstonUniversityL.R.Shapiro@aston.ac.ukJuliaCarrollPsychologyDepartment,UniversityofWarwickJonathanSolityDirector,KRM:PsychologicalandEducationalResearchConsultants&HonoraryResearchFellow,UniversityCollegeLond
2、onTheinfluenceofearlyskillsandinstructiononreadingdevelopmentOutlineWhichearlyskillsmostcriticalforlearningtoread?Study1:TheinfluenceofearlyskillsonreadingdevelopmentFutureplans-aretheremoregeneralunderlyingcomponentskillsinfluencingacademicachievement?Whataret
3、herelativeinfluencesofinstructionandearlyskills?Study2:Theimpactofawhole-classinterventiononchildren’sreadingFutureplans-doesinterventionmediateimpactofearlyskills?Study1:InfluenceofearlyskillsWealreadyknowabouttheimportanceofspeechprocessingskillsinearlylitera
4、cydevelopment(e.g.Carrolletal.,2003,Muteretal.,2004)Ourstudyincludesadditionalmeasures:motor,visual,auditory(non-speech)Whichskillsaredirectlyrelatedtoearlyreadingdevelopment?Whichskillsarelessimportant(haveanindirectinfluence)?Shapiro,Carroll&Solity(submitted)
5、Study1Design3primaryschools,3-4cohortsofchildrenBaselinedatacollectionSensory/cognitivemeasuresatbeginningofReceptionyear(meanage4y6m;N=392)OutcomedatacollectionLiteracymeasuresatendofReceptionyear(age5y2m;N=348)Shapiro,Carroll&Solity(submitted)BaselineWhataret
6、heunderlyingfactorsthatexplainperformanceondifferentmeasures?(age4;6,N=392)OutcomesWhichskillsaredirectlylinked,whichskillsareonlyindirectlylinked?(age5;2,N=348)Study1ResultsShapiro,Carroll&Solity(submitted)StructuralEquationModelling(orconfirmatoryfactoranalys
7、is)Startwithmostcomplexmodel(i.e.largestno.offactorsthatcouldexplainchildren’sperformanceonthedifferentmeasures)Systematicallydecreaseno.offactors(bestmodelisthesimplestmodelthatstillprovidesagoodfittothedata)Bestmodelofbaselinedataincluded7factors(skill-groups
8、):SpeedofprocessingReading(words,lettersandnumbers)andPhonemeIsolationAccuracyofprocessingRhymeIQ&memoryMotorSpeech&auditoryBaselinedataanalysesReading&PhonemeAccuracyRhymeI
