Enabling skills in early reading acquisition: A study of children in Latvian kindergartens

Reading and Writing

Volumn 16, Issue 3, 2003, Pages 159-177

  Sprugevica, Ieva ^a   Høien, Torleiv ^b  

^a UNIVERSITY OF LATVIA   (Latvia)

^b Dyslexia Research Foundation   (Norway)

Author keywords

Letter knowledge; Naming; Phonemic awareness; Phonological skills; Reading; Sentence reading; Verbal short term memory; Word decoding

Indexed keywords

EID: 1642629617     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1022843607921     Document Type: Article

References (52)

1. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, Massachusetts: MIT Press.
2. Baddeley, A. (1986). Working memory. New York: Oxford University Press.
3. Badian, N. (ed.) (2000). Prediction and prevention of reading failure. Baltimore, Maryland: York Press.
4. Bentin, S. (1992). Phonological awareness, reading and reading acquisition: A survey and appraisal of current knowledge. In R. Frost & L. Katz (eds.), Orthography, phonology, morphology, and meaning (pp. 193-210). Amsterdam: North-Holland.
5. Blachman, B. (ed.) (1997). Foundations of reading acquisition and dyslexia, implications for early intervention. Mahwah, New Jersey: Erlbaum.
6. Brady, S. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B. Blachman (ed.), Foundations of reading acquisition and dyslexia. Implications for early intervention (pp. 21-47). Mahwah, New Jersey: Erlbaum.
7. Bruck, M. (1990). Word-recognizition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology 26, 439-454.
8. Bruck, M. (1992). Persistance of dyslexics' phonological awareness deficits. Developmental Psychology 28, 874-886.
9. Byrne, B. & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology 82, 805-812.
10. Cossu, G., Shankweiler, D., Liberman, A. & Gugliotta, J.T. (1995). Visual and phonological determinants of misreadings in a transparent orthography. Reading and Writing: An Interdisciplinary Journal 3, 237-256.
11. Cunningham, A. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology 50, 429-444.
12. Cutting, L. & Denckla, M. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal 14, 673-705.
13. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall & M. Coltheart (eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). London: Erlbaum.
14. Frost, J. (1993). Prelexical and postlexical strategies in reading: Evidence from a deep and shallow orthography. Haskins Laboratories Status Report on Speech Research SR 113, 153-170.
15. Frost, J. (2001). Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one. Reading and Writing: An Interdisciplinary Journal 14, 487-513.
16. Gallagher, A., Frith, U. & Snowling, M. (2000). Precursors of literacy delay among children at risk of dyslexia. Journal of Child Psychology and Psychiatry 41, 203-213.
17. Hanson, J. & Bowey, J. (1994). Phonological analysis skills, verbal working memory and reading ability in second grade children. Child Development 65, 938-950.
18. Hatcher, P., Hulme, C. & Ellis, A. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development 65, 41-57.
19. Høien, T. & Lundberg, I. (1988). Stages of word recognition in early reading acquisition. Scandinavian Journal of Educational Research 32, 163-182.
20. Høien, T., Lundberg, I., Stanovich, K. & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal 7, 1-18.
21. Landerl, K., Wimmer, H. & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition 3, 315-334.
22. Liberman, I. & Shankweiler, D. (1991). Phonology and beginning to reading: A tutorial. In L. Rieben & C. Perfetti (eds.), Learning to read: Basic research and its implications (pp. 3-17). Hillsdale, New Jersey: Erlbaum.
23. Lundberg, I. & Høien, T. (1989). Phonemic deficits - a core symptom of developmental dyslexia? The Irish Journal of Psychology 10, 579-592.
24. Lundberg, I., Frost, J. & Petersen, O. (1988). Long term effects of a preschool training program in phonological awareness. Reading Research Quarterly 28, 263-284.
25. Manis, F., Custodio, R. & Szeszulski, P. (1993). Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology 56, 64-86.
26. McGuiness, D., McGuiness, C. & Donohue, J. (1995). Phonological training and the alphabet principle: Evidence for reciprocal causality. Reading Research Quarterly 30, 830-852.
27. Muter, V. (2000). Screening for early reading failure. In N. Badian (ed.), Prediction and prevention of reading failure (pp. 1-29). Baltimore, Maryland: York Press.
28. Muter, V. & Snowling, M. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly 33, 320-337.
29. Muter, V., Hulme, C., Snowling, M. & Taylor, S. (1998). Segmentation, not rhyming predicts early progress in learning to read. Journal of Experimental Child Psychology 71, 3-27.
30. Müller, K. & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal 14, 757-799.
31. Olson, R., Wise, B., Conners, F. & Rack, J. (1990). Organization, heritability, and remediation of component word recognition and language skills in disabled readers. In T. Carr & B. Levy (eds.), Reading and its development: Component skills approaches (pp. 261-322). New York: Academic Press.
32. Pennington, B., van Orden, G., Smith, S., Green, P. & Haith, M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development 61, 1001-1013.
33. Pennington, B., Cardoso-Martins, C., Green, P. & Lefly, D. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal 14, 707-755.
34. Rack, J., Snowling, M. & Olson, R. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly 27, 28-53.
35. Rohl, M. & Pratt, C. (1995). Phonological awareness, verbal working memory and acquisition of literacy. Reading and Writing 7, 327-360.
36. Scarborough, H. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. Shapiro, P. Accardo & A. Capute (eds.), Specific reading disability: A view of the spectrum (pp. 77-121). Timonium, Maryland: York Press.
37. Schneider, W., Kuspert, P., Roth, H., Mechtild, V. & Marx, H. (1977). Short- and long-term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology 66, 311-340.
38. Share, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 55, 151-218.
39. Siegel, L. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities 22, 469-479.
40. Snow, C., Burns, M. & Griffin, P. (eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
41. Stanovich, K. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. Gough, L. Ehri & R. Treiman (eds.), Reading acquisition (pp. 307-342). Hillsdale, New Jersey: Erlbaum.
42. Stanovich, K. (2000). Progress in understanding reading. Scientific foundations and new frontiers. New York: The Guildford Press.
43. Wagner, R. & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin 101, 192-212.
44. Wagner, R., Torgesen, J., Laughon, P., Simmons, K. & Rashotte, C. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology 85, 83-103.
45. Wagner, R., Torgesen, J. & Rashotte, C. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Development Psychology 30, 73-87.
46. Wagner, R., Torgesen, J., Rashotte, C., Hecht, S., Barker, T., Burgess, S., 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.
47. Wechsler, D. (1974). Wechsler intelligence scale for children - revised. San Antonio, Texas: Harcourt Brace, Jovanavich.
48. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics 14, 1-33.
49. Wimmer, H. & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition 51, 91-103.
50. Wimmer, J. & Landerl, K. (1997). How learning to spell German differs from learning to spell English. In C. Perfetti & L. Rieben (eds.), Learning to spell: Research, theory, and practice across languages (pp. 81-96). Mahwah, New Jersey: Erlbaum.
51. Wolf, M. (ed.) (2001). Dyslexia, fluency, and the brain. Timonium, Maryland: York Press.
52. Wolf, M. & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology 91, 415-438.