Suggate, Sebastian P. (2015) The Parable of the Sower and the long-term effects of early reading. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 23 (4). pp. 524-544. ISSN 1350-293X, 1752-1807
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Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality).The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative research suggests that early reading shows only short-term effects for reading skills that later wash out. Based on different developmental trajectories of language and word recognition skills (WRS), it is hypothesised that: (1) children who learn to read later acquire WRS more readily; and (2) acquiring WRS earlier does not improve language development. Thus, reading instruction falling on good soil [produces] a hundred times as much grain' (Luke, 8:8), but early reading skills do not improve the soil, simply withering until children's language is more developed.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | PHONOLOGICAL AWARENESS; SIMPLE VIEW; VOCABULARY ACQUISITION; PRESCHOOL PROGRAMS; FOLLOW-UP; CHILDREN; AGE; INSTRUCTION; LITERACY; LEARN; decoding skill; reading development; age; instruction; language; reading comprehension |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 14 Jun 2019 11:55 |
| Last Modified: | 14 Jun 2019 11:55 |
| URI: | https://pred.uni-regensburg.de/id/eprint/5033 |
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