Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability
Journal article
Warmington, Meesha and Hulme, Charles. (2012). Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading. 16(1), pp. 45 - 62. https://doi.org/10.1080/10888438.2010.534832
Authors | Warmington, Meesha and Hulme, Charles |
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Abstract | This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition, whereas visual-verbal paired-associate learning, RAN, and phoneme awareness were predictors of nonword reading. These results suggest that visual-verbal paired-associate learning, RAN, and phoneme awareness tap related but far-from-identical processes and are important predictors of different aspects of reading skills in children. |
Year | 2012 |
Journal | Scientific Studies of Reading |
Journal citation | 16 (1), pp. 45 - 62 |
ISSN | 1088-8438 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/10888438.2010.534832 |
Page range | 45 - 62 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
https://acuresearchbank.acu.edu.au/item/85169/phoneme-awareness-visual-verbal-paired-associate-learning-and-rapid-automatized-naming-as-predictors-of-individual-differences-in-reading-ability
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