Preschool foundations of early reading acquisition

Paediatrics and Child Health

Volumn 11, Issue 9, 2006, Pages 589-593

  Rvachew, Susan ^a   Savage, Robert ^b  

^a MCGILL UNIVERSITY   (Canada)

^b MCGILL UNIVERSITY   (Canada)

Author keywords

Child development; Emergent literacy; Language development; Reading

Indexed keywords

COGNITION; FOLLOW UP; HEALTH PRACTITIONER; HUMAN; LANGUAGE DEVELOPMENT; QUESTIONNAIRE; READING; REVIEW; RISK FACTOR; SCREENING TEST; SKILL; SPEECH AND LANGUAGE; SPEECH PERCEPTION;

EID: 33845985602     PISSN: 12057088     EISSN: None     Source Type: Journal    
DOI: 10.1093/pch/11.9.589     Document Type: Review

References (41)

1. Gough PB, Tunmer WE. Decoding, reading and reading disability. Remedial and Special Education 1986;7:6-10.
2. Rack JP, Olson RK. Phonological deficits, IQ, and individual differences in reading disability: Genetic and environmental influences. Dev Rev 1993;13:269-78.
3. Keenan JM, Betjemann RS, Wadsworth S, DeFries JC, Olson RK. Genetic and environmental influences on reading and listening comprehension. J Res Read 2006;29:75-91.
4. Hayiou-Thomas ME, Harlaar N, Dale PS, Plomin R. Genetic and environmental mediation of the prediction from preschool language and nonverbal ability to 7-year reading. J Res Read 2006;29:50-74.
5. Dickinson DK, McCabe A, Anastasopoulos L, Peisner-Feinberg ES, Poe MD. The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. J Educ Psychol 2003;95:465-81.
6. Paulesu E, Demonet JF, Fazio F, et al. Dyslexia: Cultural diversity and biological unity. Science 2001;291:2165-7.
7. Beaulieu C, Plewes C, Paulson LA, et al. Imaging brain connectivity in children with diverse reading ability. Neuroimage 2005;25:1266-71.
8. Cornish KM, Manly T, Savage RS, et al. Association of the dopamine transporter (DAT1) 10/10-repeat genotype with ADHD symptoms and response inhibition in a general population sample. Mol Psychiatry 2005;10:686-98.
9. Hart B, Risley T. American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Dev Psychol 1992;28:1096-105.
10. Duncan LG, Seymour PHK. Socio-economic differences in foundation-level literacy. Br J Psychol 2000;91:145-66.
11. Kuhl PK. Early language acquisition: Cracking the speech code. Nat Rev Neurosci 2004;5:831-43.
12. Mills DL, Prat C, Zangl R, Stager CL, Neville HJ, Werker JF. Language experience and the organization of brain activity to phonetically similar words: ERP evidence from 14- and 20-month-olds. J Cogn Neurosci 2004;16:1452-64.
13. Hazan V, Barrett S. The development of phonemic categorization in children aged 6-12. Journal of Phonetics 2000;28:377-96.
14. Tsao FM, Liu HM, Kuhl PK. Speech perception in infancy predicts language development in the second year of life: A longitudinal study. Child Dev 2004;75:1067-84.
15. Rvachew S. Longitudinal prediction of implicit phonological awareness skills. Am J Speech Lang Pathol 2006;15:165-76.
16. Joanisse MF, Manis FR, Keating P, Seidenberg MS. Language deficits in dyslexic children: Speech perception, phonology, and morphology. J Exp Child Psychol 2000;77:30-60.
17. Pihko E, Leppanen PH, Eklund KM, Cheour M, Guttorm TK, Lyytinen H. Cortical responses of infants with and without a genetic risk for dyslexia: I. Age effects. Neuroreport 1999;10:901-5.
18. Halliday LF, Bishop DV. Auditory frequency discrimination in children with dyslexia. J Res Read 2006;29:213-28.
19. Oller DK. The emergence of the speech capacity. New Jersey: Lawrence Erlbaum Associates, 2000.
20. Smit AB, Hand L, Freilinger JJ, Bernthal JE, Bird A. The Iowa Articulation Norms Project and its Nebraska replication. J Speech Hear Disord 1990;55:779-98. (Erratum in 1991;34:446).
21. Oller DK, Eilers RE, Basinger D. Intuitive identification of infant vocal sounds by parents. Developmental Science 2001;4(1):49-60.
22. Coplan J, Gleason JR. Unclear speech: Recognition and significance of unintelligible speech in preschool children. Pediatrics 1988;82:447-52. (Erratum in 1988;82:862).
23. Smith SD, Pennington BF, Boada R, Shriberg LD. Linkage of speech sound disorder to reading disability loci. J Child Psychol Psychiatry 2005;46:1057-66.
24. Rescorla L. Age 13 language and reading outcomes in late-talking toddlers. J Speech Lang Hear Res 2005;48:459-72.
25. Lyytinen P, Eklund K, Lyytinen H. Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia. Ann Dyslexia 2005;55:166-92.
26. Dionne G, Dale PS, Boivin M, Plomin R. Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Dev 2003;74:394-412.
27. Chapman RS. Children's language learning: An interactionist perspective. J Child Psychol Psychiatry 2000;41:33-54.
28. McCabe A, Rollins PR. Assessment of preschool narrative skills. Am J Speech Lang Pathol 1994;3:45-56.
29. Senechal M, LeFevre JA. Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Dev 2002;73:445-60.
30. Stanovich KE, Beck IL. Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York: Guilford Press, 2000.
31. Adams MJ. Beginning to read: Thinking and learning about print. Cambridge: MIT Press, 1990.
32. Lonigan CJ, Burgess SR, Anthony JL. Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Dev Psychol 2000;36:596-613.
33. Bloodgood JW. What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly 1999;34:342-67.
34. Clay M. Sand: The Concept About Print Test. Portsmouth, Heinemann, 1972.
35. Stuart M. Prediction and qualitative assessment of five- and six-year-old children's reading: A longitudinal study. Br J Educ Psychol 1995;65:287-96.
36. Chiappe P, Siegel LS, Wade-Wooley L. Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading 2002;6:369-400.
37. Ehri LC, Nunes SR, Willows DM, Schuster BV, Yaghoub-Zadeh Z, Shanahan T. Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel's meta-analysis. Reading Research Quarterly 2001;36:250-87.
38. Whitehurst GJ, Epstein JN, Angell AL, Payne AC, Crone DA, Fischel JE. A picture book reading intervention in day care and home for children from low-income families. Dev Psychol 1994;30:679-89.
39. Whitehurst GJ, Zevenburger AA, Crone DA, Schultz MD, Velting ON, Fischel JE. Outcomes of an emergent literacy intervention from head start through second grade. J Educ Psychol 1999;91:261-72.
40. Byrne B, Fielding-Barnsley R, Ashley L. Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response. J Educ Psychol 2000;92:659-67.
41. Campbell FA, Ramey CT, Pungello EP, Sparling J, Miller-Johnson S. Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science 2002;6:42-57.