The genesis of reading ability: What helps children learn letter-sound correspondences?

Journal of Experimental Child Psychology

Volumn 104, Issue 1, 2009, Pages 68-88

  Castles, Anne ^a   Coltheart, Max ^a   Wilson, Katherine ^b   Valpied, Jodie ^b   Wedgwood, Joanne ^b  

^a MACQUARIE UNIVERSITY   (Australia)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Alphabetic principle; Letter sound correspondences; Phonemic awareness; Reading development

Indexed keywords

ARTICLE; AWARENESS; CLINICAL TRIAL; EDUCATIONAL STATUS; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; MALE; PHONETICS; PRESCHOOL CHILD; READING; SEMANTICS;

AWARENESS; CHILD LANGUAGE; CHILD, PRESCHOOL; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; PHONETICS; READING; SEMANTICS; VERBAL LEARNING;

EID: 67349225435     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2008.12.003     Document Type: Article

References (39)

1. Ball E.W., and Blachman B.A. Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia 38 (1988) 208-225
2. Blaiklock K.E. The importance of letter knowledge in the relationship between phonological awareness and reading. Journal of Research in Reading 27 (2004) 36-57
3. Bond G., and Dykstra R. The Cooperative Research Program in First-Grade Reading Instruction. Reading Research Quarterly 2 (1967) 10-141
4. Bus A.G., and van Ijzendoorn M.H. Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology 91 (1999) 403-414
5. Byrne B. The foundation of literacy: The child's acquisition of the alphabetic principle (1998), Psychology Press, Hove, UK
6. Byrne B., and Fielding-Barnsley R. Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology 81 (1989) 313-321
7. Byrne B., and Fielding-Barnsley R. Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology 82 (1990) 805-812
8. Caravolas M., Hulme C., and Snowling M.J. The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Experimental Child Psychology 45 (2001) 751-774
9. Castles A., and Coltheart M. Is there a causal link from phonological awareness to success in learning to read?. Cognition 91 (2004) 77-111
10. Castles A., Holmes V.M., Neath J., and Kinoshita S. How does orthographic knowledge influence performance on phonological awareness tasks?. Quarterly Journal of Experimental Psychology A 56 (2003) 445-467
11. de Jong P.F., and Olson R.K. Early predictors of letter knowledge. Journal of Experimental Child Psychology 88 (2004) 254-273
12. de Jong P.F., and van der Leij A. Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology 91 (1999) 450-476
13. Ehri L.C. Sources of difficulty in learning to spell and read. In: Wolraich M.L., and Routh D. (Eds). Advances in developmental and behavioral pediatrics Vol. 7 (1986), JAI, Greenwich, CT 121-195
14. Ehri L.C., Nunes S.R., Willows D.M., Schuster B., Yaghoub-Zadeh Z., and Shanahan T. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly 36 (2001) 250-287
15. Ehri L.C., and Wilce L.S. The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics 1 (1980) 371-385
16. Fox B., and Routh D.K. Phonemic analysis and synthesis as word attack skills: Revisited. Journal of Educational Psychology 76 (1984) 1059-1064
17. Gough P.B., and Hillinger M.L. Learning to read: An unnatural act. Bulletin of the Orton Society 30 (1980) 179-196
18. Hatcher P.J., Hulme C., and Snowling M.J. Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry 45 (2004) 338-358
19. Hulme C., Caravolas M., Malkova G., and Brigstocke S. Phoneme isolation ability is not simply a consequence of letter-sound knowledge. Cognition 97 (2005) B1-B11
20. Hulme C., Snowling M.J., Caravolas M., and Carroll J. Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading 9 (2005) 351-365
21. Mattingly I.G. Reading, the linguistic process, and linguistic awareness. In: Kavanagh J., and Mattingly I. (Eds). Language by ear and by eye (1972), MIT Press, Cambridge, MA 133-147
22. Muter V., Hulme C., Snowling M.J., and Stevenson J. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology 40 (2004) 665-681
23. Muter V., Hulme C., Snowling M., and Taylor S. Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology 71 (1998) 3-27
24. Rack J.P., Snowling M.J., and Olson R.K. The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly 27 (1992) 28-53
25. Shahar-Yames D., and Share D.L. Spelling as a self-teaching mechanism in orthographic learning. Journal of Research in Reading 31 (2008) 22-39
26. Share D.L. Phonological recoding and self-teaching: Sine-qua-non of reading acquisition. Cognition 55 (1995) 151-218
27. Share D.L. Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology 88 (2004) 213-233
28. Stanovich K.E. Romance and reality. The Reading Teacher 47 (1993) 280-291
29. Stuart M., Dixon M., Masterson J., and Gray B. Children's early reading vocabulary: Description and word frequency lists. British Journal of Educational Psychology 73 (2003) 585-598
30. Thorndike R.L., Hagan E.P., and Sattler J.M. Stanford-Binet intelligence scale. 4th ed. (1986), Riverside, Itasca, IL
31. Treiman R., and Baron J. Phonemic analysis training helps children benefit from spelling-sound rules. Memory and Cognition 11 (1983) 382-389
32. Treiman R., and Cassar M. Can children and adults focus on sound as opposed to spelling in a phoneme counting task. Developmental Psychology 33 (1997) 771-780
33. Treiman R., and Rodriguez K. Young children use letter names in learning to read words. Psychological Science 10 (1999) 334-338
34. Treiman R., Tincoff R., Rodriguez K., Mouzaki A., and Francis D.J. The foundations of literacy: Learning the sounds of letters. Child Development 69 (1998) 1524-1540
35. Treiman R., Pennington B.F., Shriberg L.D., and Boada R. Which children benefit from letter names in learning letter sounds?. Cognition 106 (2008) 1322-1338
36. Tulving E., and Craik F.I.M. The Oxford handbook of memory (2000), Oxford University Press, Oxford, UK
37. Tunmer W.E., Herriman M.L., and Nesdale A.R. Metalinguistic abilities and beginning reading. Reading Research Quarterly 23 (1988) 134-158
38. Wagner R.K., Torgesen J.K., and Rashotte C.A. Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology 30 (1994) 73-87
39. Worden P.E., and Boettcher W. Young children's acquisition of alphabet knowledge. Journal of Reading Behavior 22 (1990) 277-295