The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade

Reading and Writing

Volumn 14, Issue 1-2, 2001, Pages 91-117

  Dufva, Mia ^a   Niemi, Pekka ^a   Voeten, Marinus J M ^b  

^a UNIVERSITY OF TURKU   (Finland)

^b RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

Author keywords

Comprehension skills; Phonological memory; Reading development; Word recognition

Indexed keywords

EID: 0010074764     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1008186801932     Document Type: Article

References (62)

1. Allen, J. (1985). Inferential comprehension: The effects of text source, decoding ability, and mode, Reading Research Quarterly 20: 603-615.
2. Baddeley, A. (1982). Reading and working memory, Bulletin of the British Psychological Society 35: 414-417.
3. Baddeley, A. (1986). Working memory. Oxford: Oxford University Press.
4. Baddeley, A. (1990). Human memory. Theory and practice. Hove: Erlbaum.
5. Bradley, L. (1988). Making connections in learning to read and spell, Applied Cognitive Psychology 2: 3-18.
6. Bradley, L. & Bryant, P.E. (1983). Categorizing sound and learning to read - a causal connection, Nature 301: 419-421.
7. Browne, M.W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In: K.A. Long & J.S. Bollen (eds.), Testing structural equation models (pp. 136-162). Newbury Park: Sage.
8. Bryant, P.E., Maclean, M., Bradley, L.L. & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read, Developmental Psychology 26: 429-438.
9. Byrne, B. & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children, Journal of Educational Psychology 83: 451-455.
10. Byrne, B. & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up, Journal of Educational Psychology 85: 104-111.
11. Carver, R.P. (1998). Predicting reading level in grades 1 to 6 from listening level and decoding level: Testing theory relevant to the simple view of reading, Reading and Writing: An Interdisciplinary Journal 10: 121-154.
12. Daneman, M. & Blennerhassett A. (1984). How to assess the listening comprehension skills of prereaders, Journal of Educational Psychology 76: 1372-1381.
13. Dufva, M. & Voeten, M.J.M. (in press) Cognitive prerequisites for English language learning, Applied Psycholinguistics.
14. Ellis, N. (1988). The development of literacy and short-term memory. In: M.M. Gruneberg, P.E. Morris & R.N. Sykes (eds.), Practical aspects of memory: Current research and issues. Vol. 2: Clinical and educational implications (pp. 321-326). Chichester: John Wiley & Sons.
15. Ellis, N. (1990). Reading, phonological skills and short-term memory: Interactive tributaries of development, Journal of Research in Reading 13: 107-122.
16. Ellis, N. & Large, B. (1988). The early stages of reading: A longitudinal study, Applied Cognitive Psychology 2: 47-76.
17. Gathercole, S.E. & Adams, A-M. (1993). Phonological working memory in very young children, Developmental Psychology 29: 770-778.
18. Gathercole, S.E. & Baddeley, A. (1993a). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education 8: 259-272.
19. Gathercole, S.E. & Baddeley, A. (1993b). Working memory and language. Hove: Erlbaum.
20. Gough, P.B. & Tunmer, W.E. (1986). Decoding, reading, and reading disability, RASE-Remedial and Special Education 7: 6-10.
21. Hoover, W.A. & Gough, P.B. (1990). The simple view of reading, Reading and Writing: An Interdisciplinary Journal 2: 127-160.
22. Hoyle, R.H. & Panter, A.T. (1995). Writing about structural equation models. In: R.H. Hoyle (ed.), Structural equation modeling (pp. 158-176). Thousand Oaks: Sage.
23. Hulme, C. (1988). Short-term memory development and learning to read. In: M.M. Gruneberg, P.E. Morris & R.N. Sykes (eds.), Practical aspects of memory: Current research and issues, Vol 2: Clinical and educational implications (pp. 334-339). Chichester: John Wiley & Sons.
24. Hulme, C. & Mackenzie, S. (1992). Working memory and severe learning difficulties. Hove: Erlbaum.
25. Hulme, C. & Roodenrys, S. (1995). Verbal working memory development and its disorders, Journal of Child Psychology and Psychiatry 36: 373-398.
26. Jöreskog, K. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
27. Jöreskog, K. & Sörbom, D. (1996). LISREL 8.12A. Chicago: Scientific Software International.
28. Kinnunen, R., Poskiparta, E. & Niemi, P. (1994). Käyttä jän opas: Lumotest 3.0. Nimeäminen ja leksikaalinen päätös [User's manual: Lumotest 3.0. Naming and lexical decision]. University of Turku, Centre for Learning Research, Computer Programs 2.
29. Kinnunen, R., Vauras, M. & Niemi, P. (1998). Comprehension monitoring in beginning readers, Scientific Studies of Reading 2: 353-375.
30. 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.
31. Lundberg, I., Olofsson, Å. & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonological awareness in kindergarten, Scandinavian Journal of Psychology 21: 159-173.
32. Mann, V.A. & Ditunno, P. (1989). Phonological deficiencies: Effective predictors of future reading problems. In: M. Studdert-Kennedy (ed.), Status reports on speech research, January-June 1989 (pp. 171-190). New Haven: Haskins labs.
33. Mann, V.A. & Liberman, I. (1984). Phonological awareness and verbal short-term memory, Journal of Learning Disabilities 17: 592-599.
34. Mann, V.A., Liberman, I. & Shankweiler, D. (1980). Children's memory for sentences and word strings in relation to reading ability, Memory and Cognition 8: 329-335.
35. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology 87: 179-192.
36. Näslund, J.C. & Schneider, W. (1991). Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance, European Journal of Psychology of Education 6: 375-392.
37. Oakhill, J. (1993). Children's difficulties in reading comprehension, Educational Psychology Review 5: 223-237.
38. Oakhill, J. & Patel, S. (1991). Can imagery training help children who have comprehension problems? Journal of Research in Reading 14: 106-115.
39. Oakhill, J., Yuill, N. & Parkin, A. (1988). Memory and inference in skilled and less-skilled comprehenders. In: M.M. Gruneberg, P.E. Morris & R.N. Sykes (eds.), Practical aspects of memory: Current research and issues, Vol 2: Clinical and educational implications (pp. 315-320). Chichester: John Wiley & Sons.
40. Olofsson, Å. & Lundberg, I. (1983). Can phonemic awareness be trained in kindergarten? Scandinavian Journal of Psychology 24: 35-44.
41. Poskiparta, E. (1990). Development of decoding skill in grades 1 to 3 and its relationship to reading comprehension. In A. Olin (Chair), Development of reading and writing skill. Symposium conducted at the Thirteenth World Congress on Reading, Stockholm, Sweden.
42. Poskiparta, E., Niemi, P. & Lepola, J. (1994). Diagnostiset testit 1. Lukeminen ja kirjoittaminen [Diagnostic tests 1. Reading and spelling]. University of Turku, Centre for Learning Research.
43. Rohl, M. & Pratt, C. (1995). Phonological awareness, verbal working memory and the acquisition of literacy, Reading and Writing: An Interdisciplinary Journal 7: 327-360.
44. 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.
45. Share, D.L., Jorm, A.F., Maclean, R. & Matthews, R. (1984). Sources of individual differences reading acquisition, Journal of Educational Psychology 76: 1309-1324.
46. Siegel, L.S. & Linder, B.A. (1984). Short-term memory processes in children with reading and arithmetic learning disabilities, Developmental Psychology 20: 200-207.
47. Sticht, T.G. & James, J.H. (1984) Listening and reading. In: P.D. Pearson, R. Barr, M.L. Kamil & P. Mosenthal (eds.), Handbook of reading research (pp. 293-317). New York: Longman.
48. Stothard, S.E. & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills, Reading and Writing 4: 245-256.
49. Stothard, S.E. & Hulme, C. (1996). A comparison of reading comprehension and decoding difficulties in children. In: C. Cornoldi & J. Oakhill (eds.), Reading comprehension difficulties: Processes and intervention (pp. 93-112). Hillsdale, NJ: Erlbaum.
50. Swanson, H.L. (1994). Short-term memory and working memory: Do both contribute to our understanding of academic achievement in children and adults with learning disabilities? Journal of Learning Disabilities 27: 34-50.
51. Torgesen, J.K., Wagner, R.K. & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading, Journal of Learning Disabilities 27: 276-286.
52. Vauras, M., Kinnunen, R., Dufva, M., Hämäläinen, S., Mäki, H. & Voeten, M. (1997). Listening and reading comprehension in elementary school students (in prep.).
53. Vauras, M., Mäki, H., Dufva, M. & Hämäläinen, S. (1995). Diagnostiset testit 2. kuullun ja luetun ymmärtäminen [Diagnostic tests 2. Listening and reading comprehension]. University of Turku, Centre for Learning Research.
54. 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.
55. 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.
56. Wagner, R.K., Torgesen, J.K. & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study, Developmental Psychology 30: 73-87.
57. Wagner, R.K., Torgesen, J.K., Rashotte, C.A., Hecht, S.A., Barker, T.A., Burgess, S.R., Donahue, J. & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study, Developmental Psychology 33: 468-479.
58. Wechsler. D. (1984). Wechsler Intelligence Scale for Children - Revised. Helsinki: Psykologien Kustannus. Translated and adapted by permisson. Copyright by the Psychological Corporation.
59. Whitehurst, G.J., Falco, F.L., Lonigan, C.J., Fischel, J.E., DeBaryshe, B.D., Valdez-Menchaca, M.C. & Caulfield, M. (1988). Accelerating language development through picture book reading, Developmental Psychology 24: 552-559.
60. Yopp, H.K. (1998). The validity and reliability of phonemic awareness tests, Reading Research Quarterly 23: 159-177.
61. Yuill, N. & Oakhill, J. (1988). Effects of inference training on poor reading comprehension, Applied Cognitive Psychology 2: 33-45.
62. Yuill, N., Oakhill, J. & Parkin, A. (1989). Working memory, comprehension ability and the resolution of text anomaly, British Journal of Psychology 80: 351-361.