Paired-associate learning, phoneme awareness, and learning to read

Journal of Experimental Child Psychology

Volumn 96, Issue 2, 2007, Pages 150-166

  Hulme, Charles ^a   Goetz, Kristina ^a   Gooch, Debbie ^a   Adams, John ^b   Snowling, Margaret J ^a  

^a UNIVERSITY OF YORK   (United Kingdom)

^b DURHAM UNIVERSITY   (United Kingdom)

Author keywords

Learning to read; Paired associate learning; Phoneme awareness

Indexed keywords

ARTICLE; AWARENESS; CHILD; FEMALE; HUMAN; MALE; PAIRED ASSOCIATE LEARNING; PHONETICS; READING; SPEECH PERCEPTION;

AWARENESS; CHILD; FEMALE; HUMANS; MALE; PAIRED-ASSOCIATE LEARNING; PHONETICS; READING; SPEECH PERCEPTION;

EID: 33846549448     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2006.09.002     Document Type: Article

References (36)

1. Adams M.J. Beginning to read: Thinking and learning about print (1990), MIT Press, Cambridge, MA
2. Bond G.L., and Dykstra R. The cooperative research program in first grade reading instruction. Reading Research Quarterly 2 (1967) 5-142
3. Byrne B. The foundation of literacy: The child's acquisition of the alphabetic principle (1998), Psychology Press, Hove, UK
4. Byrne B. Theories of learning to read. In: Snowing M.J., and Hulme C. (Eds). The science of reading: A handbook (2005), Blackwell, Oxford, UK 104-119
5. Byrne B., Wadsworth S., Corley R., Samuelsson S., Quain P., et al. Longitudinal twin study of early literacy development: Preschool and kindergarten phases. Scientific Studies of Reading 9 (2005) 219-235
6. Castles A., and Coltheart M. Varieties of developmental dyslexia. Cognition 47 (1993) 149-180
7. Chall J.S. Learning to read: The great debate (1967), McGraw-Hill, New York
8. Ehri L. Phases of development in learning to read words by sight. Journal of Research in Reading 18 (1995) 116-125
9. Ehri L.C. Phases of development in learning to read words. In: Oakhill J., and Beard R. (Eds). Reading development and the teaching of reading (1999), Blackwell, Oxford, UK 79-108
10. Gascon G., and Goodglass H. Reading-retardation and the information content of stimuli in paired-associate learning. Cortex 6 (1970) 417-429
11. Goyen J.D., and Lyle J.G. Effect of incentives upon retarded and normal readers on a visual associate learning task. Journal of Experimental Child Psychology 11 (1971) 274-280
12. Harm M.W., McCandliss B.D., and Seidenberg M. Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading 7 (2003) 155-183
13. Harm M.W., and Seidenberg M.S. Phonology, reading acquisition, and dyslexia: insights from connectionist models. Psychological Review 106 (1999) 491-528
14. Hindson, M., Byrne, B., Fielding-Barnsley, R., Newman, C., Hine, D., & Shankweiler, D. (in press). Assessment and early instruction of preschool children at risk of reading disability. Journal of Educational Psychology.
15. Hulme C. Reading retardation and multi-sensory teaching (1981), Routledge & Kegan Paul, London
16. Hulme C. Phonemes, rimes, and the mechanisms of early reading development. Journal of Experimental Child Psychology 82 (2002) 58-64
17. Hulme C., Quinlan P., Bolt G., and Snowling M.J. Building phonological knowledge into a connectionist model of the development of word naming. Language and Cognitive Processes 10 (1995) 387-391
18. Hulme C., and Snowling M. Deficits in output phonology: an explanation of reading failure?. Cognitive Neuropsychology 9 (1992) 47-72
19. Jackson N.E., and Coltheart M. Routes to reading success and failure (2001), Psychology Press, New York
20. Manis F.R., Seidenberg M.S., and Doi L.M. See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading 3 (1999) 129-157
21. Mayringer H., and Wimmer H. Pseudoname learning by German-speaking children with dyslexia: evidence for a phonological learning deficit. Journal of Experimental Child Psychology 75 (2000) 116-133
22. McDougall S., Hulme C., Ellis A., and Monk A. Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology 58 (1994) 112-133
23. Messbauer V.C.S., and de Jong P.F. Word, nonword, and visual paired associate learning in Dutch dyslexic children. Journal of Experimental Child Psychology 84 (2003) 77-96
24. Messbauer, V. C. S., & de Jong, P. F. (in press). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing.
25. Muter V., Hulme C., Snowling M.J., and Stevenson J. Phonemes, rimes, and language skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology 40 (2004) 663-681
26. Plaut D.C., McClelland J.L., Seidenberg M.S., and Patterson K. Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review 103 (1996) 56-115
27. Scarborough H.S. Very early language deficits in dyslexic children. Child Development 61 (1990) 1728-1743
28. Seidenberg M.S., and McClelland J.L. A distributed, developmental model of word recognition and naming. Psychological Review 96 (1989) 523-568
29. Snowling M.J., Gallagher A., and Frith U. Family risk of dyslexia is continuous: individual differences in the precursors of reading skill. Child Development 74 (2003) 358-373
30. Vanderplas J., and Garvin I. The associative values of random shapes. Journal of Experimental Psychology 57 (1959) 147-154
31. Vellutino F.R., Scanlon D.M., Sipay E., Small S., Pratt A., Chen R., et al. Cognitive profiles of difficult to remediate and readily remediated poor readers: towards distinguishing between constitutionally and experientially based causes of reading disability. Journal of Educational Psychology 88 (1996) 601-638
32. Vellutino F.R., Scanlon D.M., and Spearing D. Semantic and phonological coding in poor and normal readers. Journal of Experimental Child Psychology 59 (1995) 76-123
33. Vellutino F.R., Steger J.A., Harding C.J., and Phillips F. Verbal vs. non-verbal paired associate learning in poor and normal readers. Neuropsychologia 13 (1975) 75-82
34. Wechsler D. Wechsler objective reading dimensions (WORD) (1993), Psychological Corporation, New York
35. Wimmer H., Mayringer H., and Landerl K. Poor reading: a deficit in skill-automatization or a phonological deficit?. Scientific Studies of Reading 2 (1998) 321-340
36. Windfuhr K., and Snowling M.J. The relationship between paired-associate learning and phonological skills in normally developing readers. Journal of Experimental Child Psychology 80 (2001) 160-173