Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children

Journal of Research in Reading

Volumn 29, Issue 2, 2006, Pages 143-161

  Foy, Judith G ^a   Mann, Virginia ^b  

^a LOYOLA MARYMOUNT UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645672154     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2006.00279.x     Document Type: Article

References (74)

1. Adams, M.R. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Ball, E. & Blachman, B. (1991). Does phoneme awareness in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
3. Barron, R.W. (1998). Proto-literate knowledge: Antecedents and influences on phonological awareness and literacy. In C. Hulme & J.M. Joshi (Eds.), Reading and spelling: Development and disorders, (pp. 153-175). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Barron, R.W., Golden, J.O., Seldon, D.M., Tait, C.F., Marmurek, H.H.C. & Haines, L.P. (1992). Teaching prereading skills with a talking computer: Letter sound knowledge and print feedback facilitate nonreaders' phonological awareness training. Reading and Writing: An Interdisciplinary Journal, 4, 179-204.
5. Blaiklock, K.E. (2004). The importance of letter knowledge in the relationship between phonological awareness and reading. Journal of Research in Reading, 27(1), 36-57.
6. Bowey, J.A. (1994). Phonological sensitivity in novice readers and nonreaders. Journal of Experimental Child Psychology, 58, 134-159.
7. Bowey, J.A. & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91-121.
8. Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 301, 419-421.
9. Bradley, L. & Bryant, P. (1991). Phonological skills before and after learning to read. In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman. (pp. 37-45). Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Bryant, P. (2002). It doesn't matter whether onset and rime predicts reading better than phoneme awareness does or vice versa. Journal of Experimental Child Psychology. Special Issue: Reflections, 82(1), 41-46.
11. Burgess, S.R. & Lonigan, C.J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117-141.
12. Byrne, B. & Fielding-Bamsley, R. (1990). Acquiring the alphabetic principle; A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
13. Byrne, B. & Liberman, A.M. (1999). Meaninglessness, productivity and reading: Some observations about the relation between the alphabet and speech. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective, (pp. 157-173). Oxford: Blackwell Science.
14. Carroll, J.M., Snowling, M., Hulme, C. & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913-923.
15. Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in 3-year old children. Applied Psycholinguistics, 13, 485-514.
16. Chiappe, P., Chiappe, D.L. & Siegel, L. (2001). Speech perception, lexicality and reading skill. Journal of Experimental Child Psychology, 80, 58-74.
17. Chiappe, P., Siegel, L.S. & Gottardo, A. (2002). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95-116.
18. Clay, M. (1985). The early detection of reading difficulties. Auckland: Heinemann.
19. Defior, S. & Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 299-320.
20. Dunn, O.J. & Clarke, V. (1969). Correlation coefficients measured on the same individuals. Journal of the American Statistical Association, 64(325), 366-377.
21. Ehri, L.C. (1983). A critique of five studies related to letter-name knowledge and learning to read. In L. Gentile. M. Kamil & J. Blanchard (Eds.), Reading research: Advances in theory and practice, (pp. 143-153). Columbus, OH: Merrill.
22. Ehri, L.C. (1984). How orthography alters spoken language competencies in children learning to read and spell. In J.D.R. Valtin (Ed.), Language awareness and learning to read. (pp. 119-147). New York: Springer-Verlag.
23. Ehri, L.C. (1987). Learning to read and spell words. Journal of Reading Behavior. Special issue: Beginning Stages of Literacy, 191(1), 5-31.
24. Ehri, L.C. & Wilce, L.S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20(2), 163-179.
25. Foy, J.G. & Mann, V.A. (2001). Does strength of phonological representations predict phonological awareness in preschool children. Applied Psycholinguistics, 22(3), 301-325.
26. Foy, J.G. & Mann, V.A. (2003). Home literacy environment and phonological awareness: Differential effects for phoneme awareness and rhyme awareness. Applied Psycholinguistics, 24(1), 59-88.
27. Gathercole, S.E., Willis, C.S., Emslie, H. & Baddeley, A.D. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887-898.
28. Gottardo, A., Stanovich, K.E. & Siegel, L.S. (1996). The relationships between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63(3), 563-582.
29. Hittner, J.B. (2003). A Monte Carlo evaluation of tests for comparing dependent correlations. Journal of General Psychology, 130(2). 149-168.
30. Hoien, T., Lundberg, I., Stanovich, K.E. & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading & Writing, 1, 171-188.
31. Hohn, W.E. & Ehri, L.C. (1983). Do alphabetic letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75, 752-762.
32. Hulme, C., Hatcher, P., Nation, K., Brown, A., Adams, J. & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2-28.
33. Jorm, A.F. & Share, D.L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4(2), 103-147.
34. Kenny, D.A. (1975). Cross-lagged panel correlation: A test for spuriousness. Psychological Bulletin, 82, 887-903.
35. Liberman, I.Y., Shankweiler, D. & Liberman, A.M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & T.Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle, Vol. 6. (pp. 1-33). Ann Arbor, MI: University of Michigan Press.
36. Lyon, G.R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
37. Mann, V.A. (1998). Language problems: A key to early reading problems. In B.Y.L. Wong (Ed.), Learning about learning disabilities. (2nd edn, pp. 163-201). San Diego: Academic Press.
38. Mann, V.A. & Ditunno, P. (1990). Phonological deficiencies: Effective predictors of future reading problems. In G. Pavlides (Ed.), Dyslexia: Neuropsychological and Learning Perspectives. New York: Wiley.
39. Mann, V.A. & Foy, J.G. (2003). Speech development, phonological awareness, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173.
40. Mann, V.A. & Wimmer, H. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15(7-8), 653-682.
41. McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285-308.
42. Metsala, J.L. & Walley, A.C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J.L. Metsala & L.C. Ehri (Ed.), Word recognition in beginning literacy, (pp. 89-120). Mahwah, NJ: Erlbaum.
43. Morals, J. (1991). Phonological awareness; A bridge between language and literacy. In D.J. Sawyer & B.J. Fox (Eds.), Phonological awareness in reading: The evolution of current perspectives, (pp. 31-71). New York: Springer Verlag.
44. Morals, J., Alegria, J. & Content, A. (1987a). The relationships between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 7(5), 415-438.
45. Morais, J., Alegria, J. & Content, A. (1987b). Segmental awareness: Respectable, useful, and almost always necessary. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 7(5), 530-556.
46. Morais, J., Cary, L., Alegria, J. & Bertelson, P. (1979). Does awareness of speech as a series of phones arise spontaneously? Cognition, 7, 323-331.
47. Muter, V. (1994). The influence of phonological awareness and letter knowledge on beginning reading and spelling development. In C. Hulme & M. Snowling (Eds.). Reading development and dyslexia, (pp. 45-62). London: Whurr.
48. Muter, V. & Diethelm, K. (2001). The contribution of phonological skills and letter knowledge to early reading development in a multilingual population. Language Learning, 51, 187-219.
49. Muter, V., Hulme, C., Snowling, C. & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
50. Muter, V. & Snowling, M. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33(3), 320-337.
51. Perfetti, C., Beck, I., Bell, L. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first graders. Merrill-Palmer Quarterly, 33, 283-319.
52. Read, C.A., Zhang, Y., Nie, H. & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing the alphabetic reading. Cognition, 24, 31-44.
53. Schell, T.L., Marshall, G.N. & Jaycox, L.H. (2004). All symptoms are not created equal: The prominent role of hyperarousal in the natural course of posttraumatic psychological distress. Journal of Abnormal Psychology, 113(2), 189-197.
54. Shahar, G. & Davidson, L. (2003). Depressive symptoms erode self-esteem in severe mental illness: A three-wave, cross-lagged study. Journal of Consulting and Clinical Psychology, 71(5), 890-900.
55. Stahl, S.A. & Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221-234.
56. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-406.
57. Stanovich, K.E. (1994). Does dyslexia exist? Journal of Child Psychology & Psychiatry & Allied Disciplines, 35(4), 579-595.
58. Steiger, J.H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87, 245-251.
59. Stuart, M. & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 175-190.
60. Treiman, R. (1993). Beginning to spell: A study of first grade children. New York: Oxford University Press.
61. Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J.L. Metsala & L.C. Ehri (Eds.), "Word recognition in beginning literacy, (pp. 289-313). Mahwah, NJ: Erlbaum.
62. Treiman, R. & Bourassa, D. (2000). Children's written and oral spelling. Applied Psycholinguistics, 21(2), 183-204.
63. Treiman, R., Fowler, C.A., Gross, J., Berch, D. & Weatherston, S. (1995). Syllable structure or word structure? Evidence for onset and rime units with disyllabic and trisyllabic stimuli. Journal of Memory & Language, 34(1), 132-155.
64. Treiman, R. & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.). Advances in child development and behavior, 31. (pp. 105-135). San Diego: Academic Press.
65. Treiman, R., Tincoff, R. & Richmond-Welty, E.D. (1997). Beyond zebra: Preschoolers' knowledge about letters. Applied Psycholinguistics, 18, 391-409.
66. Treiman, R., Tincoff, R., Rodriguez, K., Monzaki, A. & Francis, D.J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69(6), 1524-1540.
67. Treiman, R., Weatherston, S. & Berch, D. (1994). The role of letter names in children's learning of phonemegrapheme relations. Applied Psycholinguistics, 15, 97-122.
68. 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.
69. Vihman, M.M. (1981). Phonology and the development of the lexicon: Evidence from children's errors. Journal of Child Language, 8(2), 239-264.
70. Vihman, M.M. (1996). Phonological development: The origins of language in the child. Maiden, MA: Blackwell Publishers.
71. Wagner, R.K. & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 30, 73-87.
72. Wagner, R.K., Torgesen, J.K. & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Journal of Educational Psychology, 69, 36-39.
73. Walley, A.C. (1993). The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286-350.
74. Wechsler, D. (1974). Wechsler Intelligence Scale for Children. New York: Psychological Corporation.