Clayton, Francina Jane, West, Gillian, Sears, Claire et al. (2 more authors) (2019) A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development. Scientific Studies of Reading. ISSN 1532-799X
Abstract
It is now widely accepted that phonological language skills are a critical foundation for learning to read (decode). This longitudinal study investigated the predictive relationship between a range of key phonological language skills and early reading development in a sample of 191 children in their first year at school. The study also explored the theory that a failure to establish automatic associations between letters and speech sounds is a proximal causal risk factor for difficulties in learning to read. Our findings show that automatic letter-sound associations are established early, but do not predict variations in reading development. In contrast, phoneme awareness, letter-sound knowledge and alphanumeric RAN were all strong independent predictors of reading development. In addition, both phoneme awareness and RAN displayed a reciprocal relationship with reading, such that the growth of reading predicted improvements in these skills.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Society for the Scientific Study of Reading. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Psychology (York) |
Depositing User: | Pure (York) |
Date Deposited: | 17 Jun 2019 15:20 |
Last Modified: | 17 Dec 2024 00:13 |
Published Version: | https://doi.org/10.1080/10888438.2019.1622546 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1080/10888438.2019.1622546 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:147458 |
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Description: A longitudinal study of early reading development Letter sound knowledge, phoneme awareness and RAN, but not lettersound integration, predict variations in reading development