Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one

Reading and Writing

Volumn 14, Issue 7-8, 2001, Pages 615-642

  Frost, Jørgen ^a,b  

^a Centre for School Psychology   (Denmark)

^b Bredtvet Kompetansesenter   (Norway)

Author keywords

Early reading development; Foundation period; Functional letter knowledge; Phonemic awareness

Indexed keywords

EID: 18844426970     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1012041804933     Document Type: Article

References (36)

1. Adams, M.J. (1990). Beginning to read. Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Blachman, B.A. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner, and Raschotte, Journal of Learning Disabilities 27: 287-291.
3. Bond, G.L. & Dykstra, R. (1997). The cooperative research program in first-grade reading instruction, Reading Research Quaterly 32: 348-427.
4. Borstroem I. & Elbro, C. (1997). Prevention of dyslexia in kindergarten: Effects of phoneme awareness training with children of dyslexic parents. In C. Hulme & M.J. Snowling (eds.), Dyslexia: Biology, cognition and intervention (pp. 235-253). London: Whurr.
5. Bradley, L. & Bryant, P.E. (1983). Categorizing sounds and learning to read: A causal connection, Nature 301: 419-421.
6. Brennan, F. & Ireson, J. (1997). Training phonological awareness: A study to evaluate the effects of a program of metalinguistic games in kindergarten, Reading and Writing, An Interdisciplinary Journal 9: 241-263.
7. Byrne, B. (1991). Experimental analysis of the child's discovery of the alphabetic principle. In L. Rieben & C. Perfetti (eds.), Learning to read. Basic research and its implications (pp. 75-84). Hillsdale, New Jersey: Erlbaum.
8. Ehri, L.C. (1979). Linguistic insight: Threshold of reading acquisition. In T.G. Waller & G.E. MacKinnon (eds.), Reading research: Advances in theory and practice, 1 (pp. 63-114).
9. Ehri, L.C. (1997). Sight word learning in normal readers and dyslexies. In B. Blachman (ed.), Foundations of reading acquisition and dyslexia (pp. 163-189). New Jersey: Erlbaum.
10. Frith, U. (1985). Beneath the surface of dyslexia. In K.E. Patterson, J.C. Marshall & M. Coltheart (eds.), Surface dyslexia, neuropsychological and cognitive studies of phonological reading (pp. 301-330). London: Erlbaum.
11. Frith, U. (1997). Brain, mind and behaviour in dyslexia. In C. Hulme & M.J. Snowling (eds.), Dyslexia. Biology, cognition and intervention (pp. 1-19). London: Whurr.
12. Frost, J. & Loennegaard, A. (1995). Sproglege. Teoretisk del [Linguistic games. Theoretical part]. Copenhagen: Dansk psykologisk Forlag.
13. Gombert, J.E. (1992). Metalinguistic development. London: Harvester Wheatsheaf.
14. Goswami, U. & Mead, F. (1992). Onset and rime awareness and analogies in reading, Reading Research Quaterly 27: 153-162.
15. Hansen, M., Kreiner, S., Krogh, T. & Nielsen, H.W. (1987). Sproglige forudsaetninger og senere skolegangsresultater [Early language abilities and later school success]. Soelleroed kommune, Skolepsykologi, and Danmarks Laererhoejskole [Royal Danish Academy of Educational Studies].
16. Hatcher, PJ., Hulme, C. & Ellis, A.W. (1995). Helping to overcome early reading failure by combining the teaching of reading and phonological skills. In E. Funnell & M. Stuart (eds.), Learning to read. Psychology in the classroom (pp. 130-160). Oxford: Blackwell.
17. Hurford, D.P., Schauf, J.D., Bunce, L., Blaich, T. & Moore, K. (1994). Early identification of children at risk for reading disabilities, Journal of Learning Disabilities 27: 371-382.
18. Iversen, S. & Tunmer, W.E. (1993). Phonological processing skills and the reading recovery program, Journal of Educational Psychology 85: 112-126.
19. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades, Journal of Educational Psychology 80: 437-447.
20. Krogh, T. (1977). Kontrolleret tegneiagttagelse [Controlled observation of children's drawing], Copenhagen: Skolepsykologi 14(3): 190-205. [Danish Journal of School Psychology].
21. Lie, A. (1991). Effects of a training program for stimulating skills in word analysis in first-grade children, Reading Research Quaterly 28: 234-250.
22. Lundberg, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M.J. Snowling (eds.), Reading development and dyslexia (pp. 180-199). London: Whurr.
23. 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.
24. Lundberg, I, Olofsson, A., Frost, J. & Petersen, O-P. (1991). Low achieving children profit from preschool training in phonological awareness. In J. Frost (ed.), Fredensborgkonferencen, Hvidbog [Conference Report]. Roenne: Bornholms Amtscentral.
25. Muter, V., Hulme, C. & Snowling, M. (1997). Segmentation, not rhyming, predicts early progress in learning to read, Journal of Experimental Child Psychology 65: 370-396.
26. Nielsen, J.C., Kreiner, S., Poulsen, A. & Soegaard, A. (1989). Vejledning. Ordstillelaesningsproeverne OS64 og OS120 - et proevemateriale til beskrivelse af boerns begyndende laeseudvikling [Manual. Wordreading OS64 and OS120. A test-material to describe children's early reading development]. Copenhagen: Danskpsykologisk Forlag.
27. Olofsson, A., Lundberg, I., Frost, J. & Petersen, O-P. (1991). Longterm effects of a preschool program for stimulating phonological awareness: The effects on low-achieving children. 24-28 August, Turku, Finland.
28. Palmer, S. (2000). Phonological recoding deficit in working memory of dyslexic teenagers, Journal of Research in Reading 23: 28-40.
29. Perfetti, C.A. (1991). Representations and awareness in the acquisition of reading competence. In L. Rieben & C. Perfetti (eds.), Learning to read. Basic research and its implications (pp. 33-44). Hillsdale, New Jersey: Erlbaum.
30. Schneider, W., Küspert, P., Roth, E., Visé, M. & Marx, H. (1997). Short- and long-term effects of training phonological awareness in kindergarten: Evidence from two German studies, Journal of Experimental Child Psychology 66: 311-340.
31. Seymour, P.H.K (1997). Foundations of orthographic development. In C.A. Perfetti, L. Rieben & M. Fayol (eds.), Learning to spell. Research, theory, and practice across languages (pp. 319-337).
32. Seymour, P.H.K. & Evans, H.M. (1999). Foundation-level dyslexia: Assessment and treatment, Journal of Learning Disabilities 32: 394-405.
33. Share, D.L. & Stanovich, K. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of aquisition, Issues in Education 1: 1-58.
34. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy, Reading Research Quaterly 21: 360-407.
35. Stengaard, E. (1977). Specialpaedagogiske foranstaltninger foer og i skolestarten [Interventionprior to school-start and at school-start]. Copenhagen: Royal Danish Academy of Educational Studies.
36. Soegaard, A. & Petersen, S.P.B. (1968). OS400. Ordstillelaesningsproeve [Test of silent word reading]. Copenhagen: Dansk psykologisk Forlag.