Phonological processing and emergent literacy in younger and older preschool children

Annals of Dyslexia

Volumn 57, Issue 2, 2007, Pages 113-137

  Anthony, Jason L ^a   Williams, Jeffrey M ^b   McDonald, Renee ^c   Francis, David J ^b  

^a UNIVERSITY OF TEXAS   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

^c SOUTHERN METHODIST UNIVERSITY   (United States)

Author keywords

Children; Emergent literacy; Phonological awareness; Phonological memory; Phonological processing; Phonological sensitivity; Preschool; Rapid naming; Reading; Short term memory

Indexed keywords

AGE; ARTICLE; AWARENESS; DISCRIMINATION LEARNING; EARLY CHILDHOOD INTERVENTION; FEMALE; HUMAN; LINGUISTICS; LONGITUDINAL STUDY; MALE; PATTERN RECOGNITION; PHONETICS; PRESCHOOL CHILD; READING; RECALL; SEMANTICS; SHORT TERM MEMORY; VERBAL BEHAVIOR;

AGE FACTORS; AWARENESS; CHILD, PRESCHOOL; DISCRIMINATION LEARNING; EARLY INTERVENTION (EDUCATION); FEMALE; HUMANS; LONGITUDINAL STUDIES; MALE; MEMORY, SHORT-TERM; MENTAL RECALL; PATTERN RECOGNITION, VISUAL; PHONETICS; READING; SEMANTICS; VERBAL BEHAVIOR; VOCABULARY;

EID: 38449113558     PISSN: 07369387     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11881-007-0008-8     Document Type: Article

References (45)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Anthony, J. L., Assel, M. A., & Williams, J. M. (2007). Exploratory and confirmatory factor analysis of the DIAL-3: What does this "screener" really measure? Journal of School Psychology, 45, 423-438.
3. Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255-259.
4. Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological sensitivity: Converging evidence from four studies of preschool and early grade-school children. Journal of Educational Psychology, 96, 43-55.
5. Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll Bacon, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
6. Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
7. Anthony, J. L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D., & Francis, D. J. (2006). Phonological processing and emergent literacy in Spanish speaking preschool children. Annals of Dyslexia, 56, 239-270.
8. Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
9. Bryant, P. E., Bradley, L., MacLean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407-428.
10. Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
11. Burgess, S. R. (2006). Development of phonological sensitivity. In D. K. Dickinsen, & S. B. Neuman (Eds.), Handbook of Early Literacy Research: Second Edition (pp.90-100). New York: Guilford Press.
12. 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.
13. Carroll, J. B. (1993). Human cognitive abilities. Cambridge: University of Cambridge Press.
14. de Jong, P., & Van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results form a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
15. Felton, R. H., & Brown, I. S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing: An Interdisciplinary Journal, 2, 39-59.
16. Georgiou, G. K., Parrila, R., & Kirby, J. (2006). Rapid naming speed components and early reading acquisition. Scientific Studies of Reading, 10, 199-220.
17. Griffiths, P. (1991). Word-finding ability and design fluency in developmental dyslexia. British Journal of Clinical Psychology, 30, 47-60.
18. Hoskyn, M., & Swanson, L. (2000). Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. School Psychology Review, 29, 102-119.
19. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
20. Kamhi, A., & Carts, H. (1989). Reading disabilities: A developmental language perspective. Boston: College-Hill.
21. Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., McQueen, J., & Wilson, S. B. (2007), The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. In preparation, Florida State University.
22. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 36(5), 596-613.
23. Lonigan, C. J., Burgess. S. R., Anthony, J. L. & Barker, T. A. (1998). Development of phonological sensitivity in two- to five-year-old children. Journal of Educational Psychology, 90, 294-311.
24. Lonigan, C., Wagner, J.. & Rashotte. C. (2002). The preschool comprehensive test of phonological and print processing. Tallahassee. FL: Florida State University.
25. Lundberg, I., Frost, J.. & Petersen, O. P. (1988). Effects of an extensive program for stimulation phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
26. Mardell-Czudnowski. C., & Goldenbcrg. D. S. (1998). Developmental indicators far the assessment of learning (3rd ed.). Circle Pines, MN: American Guidance Service.
27. National Early Literacy Panel (March 2007). Findings from the National Early Literacy Panel: Providing a Focus for Early Language and Literacy Development.16th Annual National Conference on Family Literacy. Orlando, FL.
28. Neisser, U., Boodoo, G., Bouchard. T. J.. Boykin, A. W., Brody, N., Ceci, S. J., et al. (1996). Knowns and unknowns. American Psychologist, 51, 77-101.
29. Perfetti, C. A., Beck. I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal. Merrill-Palmer-Quarterly. 33, 283-319.
30. Rapala, M. M., & Brady, S. (1990). Reading ability and short-term memory: The role of phonological processing. Reading and Writing: An Interdisciplinary Journal, 2, 1-25.
31. Rohl, M., & Pratt, C. (1995). Phonological awareness, verbal working memory and the acquisition of literacy. Reading and Writing: An Interdisciplinary Journal, 7, 327 -360.
32. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E, Liberman, A. M., Brady, S. A., et al. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149-156.
33. Snowling, M., Goulandris, N., Bowlby, M. & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis. Journal of Experimental Child Psychology, 41, 489-507.
34. Sprugevica, I., & Hoicn, T. (2004). Relations between enabling skills and reading comprehension: A follow-up study of Latvian students from first to second grade. Scandinavian Journal of Psychology, 45, 115-122.
35. Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21, 590-612.
36. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
37. Stone, B., & Brady, S. (1995). Evidence for deficits in basic phonological processes in less-skilled readers. Annals of Dyslexia, 45, 51-78.
38. Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39, 25-41.
39. Wagner, R. K., Balthazor, M., Hurley, S., Morgan, S., Rashotte, C. A., Shaner, R., et al. (1987). The nature of prereders' phonological-processing abilities. Cognitive Development, 2, 355-373.
40. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
41. Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
42. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
43. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., et al. (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.
44. Wolf, M., & Obregon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42, 219-247.
45. Ziegler, J. C., & Goswami, U. C. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages. Psychological Bulletin, 131, 3-29.