The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

Psychological Science

Volumn 23, Issue 6, 2012, Pages 572-577

  Hulme, Charles ^a   Bowyer Crane, Claudine ^b   Carroll, Julia M ^c   Duff, Fiona J ^d   Snowling, Margaret J ^d  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b SHEFFIELD HALLAM UNIVERSITY   (United Kingdom)

^c UNIVERSITY OF WARWICK   (United Kingdom)

^d UNIVERSITY OF YORK   (United Kingdom)

Author keywords

academic achievement; cognitive development; letter sound knowledge; phoneme awareness; reading

Indexed keywords

EID: 84862184358     PISSN: 09567976     EISSN: 14679280     Source Type: Journal    
DOI: 10.1177/0956797611435921     Document Type: Article

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