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A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
Clayton, Francina J. West, Gillian Sears, Claire Hulme, Charles Lervag, Arne
Clayton, Francina J.
West, Gillian
Sears, Claire
Hulme, Charles
Lervag, Arne
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.
Keywords
Date
2019
Type
Journal article
Journal
Scientific Studies of Reading
Book
Volume
24
Issue
2
Page Range
91-107
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
Open access
License
CC BY 4.0
File Access
Controlled