Predicting reading ability over the long term: The changing roles of letter naming,phonological awareness and orthographic processing |
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Authors: | Nathlie A Badian |
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Institution: | (1) Holbrook Public Schools, Holbrook, Massachusetts;(2) Children’s Hospital, Boston, Massachusetts;(3) Harvard Medical School, Boston, Massachusetts |
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Abstract: | A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. |
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Keywords: | |
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