A Validation of the Role of Preschool Phonological and Orthographic Skills in the Prediction of Reading

Journal of Learning Disabilities

Volumn 31, Issue 5, 1998, Pages 472-481

  Badian, Nathlie A ^a  

^a NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COHORT ANALYSIS; FEMALE; FORECASTING; HUMAN; LANGUAGE DEVELOPMENT; LANGUAGE TEST; MALE; PREDICTION AND FORECASTING; PRESCHOOL CHILD; READING; REPRODUCIBILITY;

CHILD; CHILD, PRESCHOOL; COHORT STUDIES; FEMALE; FORECASTING; HUMANS; LANGUAGE DEVELOPMENT; LANGUAGE TESTS; MALE; PREDICTIVE VALUE OF TESTS; READING; REPRODUCIBILITY OF RESULTS;

EID: 0032160646     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221949803100505     Document Type: Article

References (43)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Badian, N. A. (1982). The prediction of good and poor reading before kindergarten entry: A 4-year follow-up. The Journal of Special Education, 16, 309-318.
3. Badian, N. A. (1988a). The prediction of good and poor reading before kindergarten entry: A nine-year follow-up. Journal of Learning Disabilities, 21, 98-103.
4. Badian, N. A. (1988b). 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.
5. Badian, N. A. (1994). Preschool prediction: Orthographic and phonological skills, and reading. Annals of Dyslexia, 44, 3-25.
6. Badian, N. A. (1995). Predicting reading ability over the long term: The changing roles of letter-naming, phonological awareness and orthographic processing. Annals of Dyslexia, 45, 79-96.
7. Badian, N. A., McAnulty, G. B., Duffy, F. H., & Als, H. (1990). Prediction of dyslexia in kindergarten boys. Annals of Dyslexia, 40, 152-169.
8. Ball, E. W. (1993). Phonological awareness: What's important and to whom? Reading and Writing: An Interdisciplinary Journal, 5, 141-159.
9. Blachman, B. A. (1984), Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. Journal of Educational Psychology, 76, 610-622.
10. Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
11. Bradley, R. F. (1977). Won Way: An approach to reading and language arts. Wenham, MA: Author.
12. Brady, S. (1986). Short-term memory, phonological processing and reading ability. Annals of Dyslexia, 36, 138-153.
13. Carran, D. T., & Scott, K. G. (1992). Risk assessment in preschool children: Research implications for the early detection of educational handicaps. Topics in Early Childhood Special Education, 12, 196-211.
14. Cunningham, A. E., & Stanovich, K. E. (1993). Children's literacy environments and early word recognition subskills. Reading and Writing: An Interdisciplinary Journal, 5, 193-204.
15. Denckla, M. B., & Rudel, R. (1974). Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10, 186-202.
16. Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities, 22, 356-365.
17. Fawcett, A. J., & Nicholson, R. I. (1994). Naming speed in children. Journal of Learning Disabilities, 27, 641-646.
18. Felton, R. H. (1992). Early identification of children at risk for reading disabilities. Topics in Early Childhood Special Education, 12, 212-229.
19. 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.
20. Felton, R. H., Naylor, C. E., & Wood, F. B. (1990). Neuropsychological profiles of adult dyslexics. Brain and Language, 39, 485-497.
21. Gathercole, S. E., Willis, C., & Baddeley, A. D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406.
22. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Erlbaum.
23. Koppitz, E. M. (1968). Psychological evaluation of children's human figure drawings. New York: Grune & Stratton.
24. Korhonen, T. T. (1995). The persistence of rapid naming problems in children with reading disabilities: A nine-year follow-up. Journal of Learning Disabilities, 28, 232-239.
25. Lundberg, I. (1988). Preschool prevention of reading failure: Does training in phonological awareness work? In R. L. Masland & M. W. Masland (Eds.), Preschool prevention of reading failure (pp. 163-176). Parkton, MD: York.
26. MacLean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-281.
27. Majsterek, D. J., & Ellenwood, A. E. (1995). Phonological awareness and beginning reading: Evaluation of a school-based screening procedure. Journal of Learning Disabilities, 28, 449-456.
28. Mann, V. A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26, 259-269.
29. Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592-599.
30. McDougall, S., & Hulme, C. (1994). Short-term memory, speech rate and phonological awareness as predictors of learning to read. In C. Hulme & M. Snowling (Eds.), Reading development and dyslexia (pp. 31-44). San Diego: Singular.
31. th ed.). San Antonio, TX: Author.
32. Sattler, J. M. (1974). An assessment of children's intelligence. Philadelphia: Saunders.
33. Satz, P., & Fletcher, J. M. (1988). Early identification of learning disabled children: An old problem revisited. Journal of Consulting and Clinical Psychology, 56, 824-829.
34. Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
35. Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Erlbaum.
36. Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.
37. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
38. Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
39. 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.
40. Walsh, D. J., Price, G. G., & Gillingham, M. G. (1988). The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108-122.
41. Wechsler, D. (1963). Wechsler preschool and primary scale of intelligence. San Antonio, TX: Psychological Corp.
42. Wolf, M. (1984). Naming, reading, and the dyslexias: A longitudinal overview. Annals of Dyslexia, 34, 87-115.
43. Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-141.