Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’

Phonological awareness has been shown to be an important component of early reading success. The purpose of this article is to review the importance of phonological awareness within the broader context of language/literacy learning. Consideration for a broad continuum of phoneme awareness skills is discussed. Specific techniques are offered to guide the speech-language pathologist in the assessment of phonological awareness skills.

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Phonological analysis as a function of age and exposure to reading instruction

Applied Psycholinguistics ◽

10.1017/s0142716400009395 ◽

1991 ◽

Vol 12 (1) ◽

pp. 91-121 ◽

Cited By ~ 90

Author(s):

Judith A. Bowey ◽

J. Francis

Keyword(s):

Reading Achievement ◽

Reading Instruction ◽

Early Reading ◽

First Grade ◽

Kindergarten Children ◽

Grade Group ◽

Explained Variation ◽

Grade Groups ◽

Better Than ◽

Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

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Relation Between Early Reading Achievement and Peer Social Competence

PsycEXTRA Dataset ◽

10.1037/e516252007-001 ◽

2006 ◽

Author(s):

Elizabeth L. Ingram ◽

Robin Hojnoski

Keyword(s):

Reading Achievement ◽

Social Competence ◽

Early Reading

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Prediction of First-Grade Reading Achievement: A Comparison of Fall and Winter Kindergarten Screenings

Learning Disability Quarterly ◽

10.2307/1593651 ◽

2003 ◽

Vol 26 (3) ◽

pp. 189-200 ◽

Cited By ~ 23

Author(s):

Anne G. Bishop

Keyword(s):

Reading Achievement ◽

Phonological Awareness ◽

Predictive Accuracy ◽

Early Reading ◽

First Grade ◽

Time Frame ◽

Rapid Automatized Naming ◽

Testing Time ◽

Letter Identification ◽

Significant Difference

The purpose of this study was threefold: (a) to identify a combination of predictive measures that correlate with reading achievement, (b) to examine the predictive accuracy of these measures, and (c) to determine the most accurate time frame for test administration in kindergarten. One hundred and three kindergarten students from three schools participated over a period of two years. Measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming were administered in the fall and winter of the kindergarten year. Reading achievement was measured at the end of grade 1 using measures that included passage comprehension, fluency, sight-word recognition, and phonemic decoding. Five predictive models representing a combination of the predictive constructs were analyzed. The model combining letter identification, phonological awareness, and rapid automatized naming was identified as the best predictor of early reading achievement. There was no practical, significant difference between the fall and winter testing time frames. These findings hold important implications for predictive research by clarifying the importance of administering standardized measures that reflect the reading process. Most important, the results can provide practitioners with information for identifying the children most in need of early reading interventions.

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