A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
Journal article
Clayton, Francina J., West, Gillian, Sears, Claire, Hulme, Charles and Lervag, Arne. (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. 24(2), pp. 91 - 107. https://doi.org/10.1080/10888438.2019.1622546
Authors | Clayton, Francina J., West, Gillian, Sears, Claire, Hulme, Charles and Lervag, Arne |
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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. |
Year | 2019 |
Journal | Scientific Studies of Reading |
Journal citation | 24 (2), pp. 91 - 107 |
Publisher | Routledge |
ISSN | 1088-8438 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/10888438.2019.1622546 |
Open access | Open access |
Page range | 91 - 107 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | License |
Place of publication | United States of America |
Editors | K. Landerl |
https://acuresearchbank.acu.edu.au/item/868x7/a-longitudinal-study-of-early-reading-development-letter-sound-knowledge-phoneme-awareness-and-ran-but-not-letter-sound-integration-predict-variations-in-reading-development
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