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Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability
Warmington, Meesha Hulme, Charles
Warmington, Meesha
Hulme, Charles
Author
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.
Keywords
Date
2012
Type
Journal article
Journal
Scientific Studies of Reading
Book
Volume
16
Issue
1
Page Range
45-62
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled