Stainthorp, Rhona Winifred;
(1994)
A longitudinal study of the development of reading strategies in 7 to 11 years old children.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis relates to a series of experiments designed to study the development of strategies in reading by a group of 16 children in a mainstream English Primary school. The children were studied over a four year period from the age of 7 years until they left primary school at the age of 11 years. The children who acted as the subject cohort were initially screened for and divided into two criterion groups - Good Readers and Poor Readers - on the basis of their reading performance. The experimental programme included a longitudinal study of word and non-word reading accuracy; a longitudinal study of the effects of context on word and non-word reading; a longitudinal study of lexical and phonological decisions using ordinary non-words and pseudo-homophones; a study of the effects of context on the identification of anomalous words and non-words. Finally there was an interview with the children about their reading habits which included an assessment of the relative amount of reading they did using a U.K. version of the Author Recognition Test. The results indicated that the Good Readers were able to use a decoding strategy when reading from the beginning of the project, but that the Poor Readers had difficulty in doing so. The lack of an ability to make use of such a strategy appeared to hinder their progress and in particular appeared to affect the development of an extensive sight vocabulary. The results are discussed with reference to the models of reading presented in the early part of the thesis. Modifications to models of reading development are considered. Finally the implications of such data for the teaching of reading are discussed.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | A longitudinal study of the development of reading strategies in 7 to 11 years old children |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Thesis digitised by ProQuest. |
| Keywords: | Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10099778 |
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