Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items

Reading Research Quarterly

Volumn 33, Issue 1, 1998, Pages 36-60

  Elbro, Carsten ^a   Borstrøm, Ina ^a   Petersen, Dorthe Klint ^a  

^a UNIVERSITY OF COPENHAGEN   (Denmark)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002886894     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.33.1.3     Document Type: Article

References (87)

1. BADIAN, N.A. (1982). The prediction of good and poor reading before kindergarten entry: A 4-year follow-up. Journal of Special Education, 16, 309-318.
2. BADIAN, N.A. (1988). Predicting dyslexia in a preschool population. In R.L. Masland & M.W. Masland (Eds.), Preschool prevention of reading failure (pp. 78-103). Parkton, MD: York Press.
3. BADIAN, N.A. (1994). Preschool prediction: Orthographic and phonological skills, and reading. Annals of Dyslexia, 44, 3-25.
4. BADIAN, N.A., MCANULTY, G.B., DUFFY, F., & ALS, H. (1990). Prediction of dyslexia in kindergarten boys. Annals of Dyslexia, 40, 152-169.
5. BERKO, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
6. BLACHMAN, B. (1984). Relationship of rapid naming ability and language analysis skill to kindergarten and first-grade achievement. Journal of Educational Psychology, 76, 610-622.
7. BRADLEY, L., & BRYANT, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan Press.
8. BRADY, S., FOWLER, A., STONE, B., & WINBURY, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
9. BRINK, L., HEGER, S., LUND, J., & JØRGENSEN, J.N. (1991). Den store Danske udtaleordbog [The unabridged dictionary of Danish pronunciation]. Copenhagen: Munksgaard.
10. BRITTAIN, M.M. (1970). Inflectional performance and early reading achievement. Reading Reasearch Quarterly, 6, 34-48.
11. BRUCK, M. (1985). The adult functioning of children with specific learning disabilities. In I. Siegel (Ed.), Advances in applied developmental psychology (pp. 91-129). Norwood, NJ: Ablex.
12. BRUCK, M. (1990). Word recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26, 439-454.
13. BUTLER, S.R., MARSH, H.W., SHEPPARD, M.J., & SHEPPARD, J.L. (1985). Seven-year longitudinal study of the early prediction of reading achievement. Journal of Educational Psychology, 77, 349-361.
14. BYRNE, B., & FIELDING-BARNSLEY, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A one year follow-up. Journal of Educational Psychology, 85, 104-111.
15. CARLISLE, J.F. (1995). Morphological awareness in early reading achievement. In L.B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-210). Hillsdale, NJ: Erlbaum.
16. CLAY, M. (1985). The early detection of reading difficulties: A diagnostic survey with recovery procedures (3rd ed.). Birkenhead, England: Heinemann.
17. DE GELDER, B., & VROOMEN, J. (1991). Phonological deficits: Beneath the surface of reading-acquisition problems. Psychological Research, 53, 88-97.
18. DE HIRSCH, K., JANSKY, J.J., & LANGFORD, W.S. (1966). Predicting reading failure. A preliminary study. New York: Harper & Row.
19. ELBRO, C. (1990). Differences in dyslexia. A study of reading strategies and deficits in a linguistic perspective. Copenhagen: Munksgaard.
20. ELBRO, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis about distinctness of phonological representations. Reading and Writing: An Interdisciplinary Journal, 8, 453-485.
21. ELBRO, C., & ARNBAK, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, 209-240.
22. ELBRO, C., MØLLER, S., & NIELSEN, E.M. (1995). Functional reading difficulties in Denmark. A study of adult reading of common texts. Reading and Writing: An Interdisciplinary Journal, 7, 257-276.
23. ELBRO, C., NIELSEN, I., & PETERSEN, D.K. (1994). Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items. Annals of Dyslexia, 44, 205-226.
24. ELBRO, C., RASMUSSEN, I., & SPELLING, B. (1996). Teaching reading to disabled readers with language disorders: A controlled evaluation of synthetic speech feedback. Scandinavian Journal of Psychology, 37, 140-155.
25. FELTON, R.H., & BROWN, I.S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing: An Interdisciplinary Journal, 2, 39-59.
26. FOWLER, A.E. (1991). How early phonological development might set the stage for phoneme awareness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 97-118). Hillsdale, NJ: Erlbaum.
27. FOWLER, A.E., & LIBERMAN, I.Y. (1995). Morphological awareness as related to early reading and spelling ability. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 157-188). Hillsdale, NJ: Erlbaum.
28. GILGER, J.W., PENNINGTON, B.F., & DEFRIES, J.C. (1991). Risk for reading disability as a function of parental history in three family studies. Reading and Writing: An Interdisciplinary Journal, 3, 205-217.
29. GRIFFITHS, P. (1991). Word-finding ability and design fluency in developmental dyslexia. British Journal of Clinical Psychology, 30, 47-60.
30. HASLUM, M.N. (1989). Predictors of dyslexia? Irish Journal of Psychology, 10, 622-630.
31. HORN, W.F., & PACKARD, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77, 597-607.
32. HOSMER, D.W., & LEMESHOW, S. (1989). Applied logistic regression. New York: John Wiley.
33. HURFORD, D.P., DARROW, L.J., EDWARDS, T.L., HOWERTON, C.J., MOTE, C.R., SCHAUF, J.D., & COFFEY, P. (1993). An examination of the development of phonemic processing abilities in children during their first-grade year. Journal of Learning Disabilities, 26, 167-177.
34. HURFORD, D.P., JOHNSTON, M., NEPOTE, P., HAMPTON, S., MOORE, S., NEAL, J., MUELLER, A., MCGEORGE, K., HUFF, L., AWAD, A., TATRO, C., JULIANO, C., & HUFFMAN, D. (1994). Early identification and remediation of phonological-processing deficits in first-grade children at risk for learning disabilities. Journal of Learning Disabilities, 27, 647-659.
35. HØIEN, T., LUNDBERG, I., STANOVICH, K.E., & BJAALID, I.-K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171-188.
36. JANSKY, J.J., HOFFMANN, M.T., LAYTON, J., & SUGAR, F. (1989). Prediction: A six-year follow-up. Annals of Dyslexia, 39, 227-246.
37. JORM, A.F., & SHARE, D.L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103-147.
38. KAMHI, A., & CATTS, H. (1989). Reading disabilities: A developmental language perspective. Boston: College-Hill.
39. KATZ, R.B. (1986). Phonological deficiencies in children with reading disability: Evidence from an object-naming task. Cognition, 22, 225-257.
40. LEFLY, D.L., & PENNINGTON, B.F. (1991). Spelling errors and reading fluency in compensated adult dyslexies. Annals of Dyslexia, 41, 143-162.
41. LIBERMAN, A.M., COOPER, F.S., SHANKWEILER, D.P., & STUDDERT-KENNEDY, M. (1967). Perception of the speech code. Psychological Review, 74, 431-461.
42. LIBERMAN, I.Y., SHANKWEILER, D.S., FISHER, F.W., & CARTER, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
43. LUNDBERG, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M. Snowling (Eds.), Reading development and dyslexia (pp. 180-199). London: Whurr.
44. LUNDBERG, I., FROST, J., & PETERSEN, O.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
45. LUNDBERG, I., OLOFSSON, Å., & WALL, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159-173.
46. LYON, G.R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
47. MAGNUSSON, E., & NAUCLÉR, K. (1990). Reading and spelling in language-disordered children - linguistic and metalinguistic prerequisites: Report on a longitudinal study. Clinical Linguistics and Phonetics, 4, 49-61.
48. MAHONY, D.L., & MANN, V.A. (1992). Using children's humor to clarify the relationship between linguistic awareness and early reading ability. Cognition, 45, 163-186.
49. MANTZICOPOULOS, P.Y., & MORRISON, D. (1994). Early prediction of reading achievement: Exploring the relationship of cognitive and noncognitive measures to inaccurate classifications of at-risk status. RASE. Remedial and Special Education, 15, 244-251.
50. METSALA, J.L., & STANOVICH, K.E. (1995, April). An examination of young children's phonological processing as a function of lexical development. Paper presented at the annual meeting of The American Educational Research Association, San Fransisco, CA.
51. OLOFSSON, Å., & LUNDBERG, I. (1985). Evaluation of long term effects of phonemic awareness training in kindergarten: Illustrations of some methodological problems in evaluation research. Scandinavian Journal of Psychology, 26, 21-34.
52. OLOFSSON, Å., & NIEDERSØE, J. (1997). Early language development and kindergarten phonological awareness as predictors of reading problems: From 3 to 8 years of age. In C.K. Leong & R.M. Joshi (Eds.), Cross-language studies of learning to read and spell: Phonologic and orthographic processing (pp. 289-304). Dordrecht, The Netherlands: Kluwer.
53. OLSON, R.K. (1994). Language deficits in "specific" reading disability. In M. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 895-916). New York: Academic Press.
54. OLSON, R.K., WISE, B., JOHNSON, M., & RING, J. (1997). The etiology and remediation of phonologically based word recognition and spelling disabilities: Are phonological deficits the "hole" story? In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 305-326). Mahwah, NJ: Erlbaum.
55. PENNINGTON, B.F., LEFLY, D.L., VAN ORDEN, G.C., BOOKMAN, M.O., & SMITH, S.D. (1987). Is phonology bypassed in normal or dyslexic development? Annals of Dyslexia, 35, 62-89.
56. PENNINGTON, B.F., VAN ORDEN, G.C., SMITH, S.D., GREEN, P.A., & HAITH, M.M. (1990). Phonological processing skills and deficits in adult dyslexies. Child Development, 61, 1753-1778.
57. RACK, J., HULME, C., SNOWLING, M., & WIGHTMAN, J. (1994). The role of phonology in young children learning to read words: The direct-mapping hypothesis. Journal of Experimental Child Psychology, 57, 42-71.
58. RACK, J.P., SNOWLING, M.J., & OLSON, R.K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 28-53.
59. RAPALA, M.M., & BRADY, S. (1990). Reading ability and short-term memory: The role of phonological processing. Reading and Writing: An Interdisciplinary Journal, 2, 1-25.
60. ROHL, M., & PRATT, C. (1995). Phonological awareness, verbal working memory and the acquisition of literacy. Reading and Writing: An Interdisciplinary Journal, 7, 327-360.
61. SAWYER, D.J. (1992). Language abilities, reading acquisition, and developmental dyslexia: A discussion of hypothetical and observed relationships. Journal of Learning Disabilities, 25, 82-95.
62. SCARBOROUGH, H.S. (1984). Continuity between childhood dyslexia and adult reading. British Journal of Psychology, 75, 329-348.
63. SCARBOROUGH, H.S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
64. SCARBOROUGH, H.S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.
65. SCARBOROUGH, H.S., & DOBRICH, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
66. SCHNEIDER, W., & NÄSLUND, J.C. (1993). The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich longitudinal study on the genesis of individual competencies (LOGIC). European Journal of Psychology of Education, 8, 273-287.
67. SEYMOUR, P.H.K. (1986). Cognitive analysis of dyslexia. London: Routledge & Kegan Paul.
68. SEYMOUR, P.H.K., & EVANS, H.M. (1994). Sources of constraints and individual variations in normal and impaired reading. In G.D.A. Brown & N.C. Ellis (Eds.), Handbook of spelling: Theory, process, and intervention (pp. 129-153). Chichester, England: Wiley.
69. SHANKWEILER, D., CRAIN, S., KATZ, L., FOWLER, A.E., LIBERMAN, A.M., BRADY, S.A., THORNTON, R., LUNDQUIST, E., DREYER, L., FLETCHER, J.M., STUEBING, K.K., SHAYWITZ, S.E., & SHAYWITZ, B.A. (in press). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology and syntax. Psychological Science.
70. SHARE, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
71. SHARE, D., JORM, A., MACLEAN, R., & MATTHEWS, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
72. SHAYWITZ, S.E., ESCOBAR, M.D., SHAYWITZ, B.A., FLETCHER, J.M., & MAKUCH, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. New England Journal of Medicine, 326, 145-150.
73. SIEGEL, L.S. (1993). The development of reading. In H.W. Reese (Ed.), Advances in child behaviour and development (Vol. 24, pp. 63-97) San Diego, CA: Academic Press.
74. SILVER, A.A., & HAGIN, R.A. (1981). SEARCH manual. New York: Wiley.
75. SKJELFJORD, V.J. (1976). Teaching children to segment spoken words as an aid in learning to read. Journal of Learning Disabilities, 9, 297-306.
76. SNOWLING, M., GOULANDRIS, N., BOWLBY, M., & HOWELL, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis. Journal of Experimental Child Psychology, 41, 489-507.
77. SNOWLING, M., WAGTENDONK, B., & STAFFORD, C. (1988). Object-naming deficits in developmental dyslexia. Journal of Research in Reading, 11, 67-85.
78. STONE, B., & BRADY, S. (1995). Evidence for deficits in basic phonological processes in less-skilled readers. Annals of Dyslexia, 45, 51-78.
79. TORGESEN, J.K., MORGAN, S.T., & DAVIS, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370.
80. TORGESEN, J.K., WAGNER, R.K., & RASHOTTE, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
81. TORNÉUS, M. (April, 1987). The importance of metaphonological and metamorphological abilities for different phases of reading development. Paper presented at the Third World Congress of Dyslexia, Irákleion, Crete.
82. TRAMONTANA, M.G., HOOPER, S.R., & SELZER, S.C. (1988). Research on the preschool prediction of later academic achievement: A review. Developmental Review, 8, 89-146.
83. VANDERVELDEN, M.C., & SIEGEL, L.S. (1995). Phonological recoding and phoneme awareness in early literacy: A developmental approach. Reading Research Quarterly, 30, 854-875.
84. WAGNER, R.K., & TORGESEN, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
85. WAGNER, R.K., TORGESEN, J.K., LAUGHON, P., SIMMONS, K., & RASHOTTE, C.A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
86. WALLEY, A.C. (1993) The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286-350.
87. WOLF, M., & OBREGÓN, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and language, 42, 219-247.