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Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

Authors
  • Wagner, R K
  • Torgesen, J K
  • Rashotte, C A
  • Hecht, S A
  • Barker, T A
  • Burgess, S R
  • Donahue, J
  • Garon, T
Type
Published Article
Journal
Developmental psychology
Publication Date
May 01, 1997
Volume
33
Issue
3
Pages
468–479
Identifiers
PMID: 9149925
Source
Medline
License
Unknown

Abstract

Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.

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