How letter-sound instruction mediates progress in first-grade reading and spelling.

Foorman, Barbara R.; Francis, D.; Novy, Diana M.; Liberman, Dov

doi:10.1037/0022-0663.83.4.456

Cited by 177 publications

(125 citation statements)

References 36 publications

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“…First, the names of most letters provide information about their sounds, so a child who knows letter names would seem to be at an advantage in further development of phonological abilities (Adams, 1990;Foorman, Francis, Novy, & Liberman, 1991). Phonemes are abstract linguistic units, which make them difficult for young children to identify and manipulate.…”

Section: Discussionmentioning

confidence: 99%

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Wagner¹,

Torgesen²,

Rashotte³

et al. 1997

Developmental Psychology

788

730

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Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in wordlevel reading and any subsequent phonological processing ability.Phonological processing refers to using the phonological or sound structure of oral language when one processes oral and written language (Jorm & Share, 1983; Wagner & Torgesen, 1987). Spoken words represent combinations of basic sounds or phonemes. In English, for example, there are roughly 30 to 45 basic phonemes, depending on the classification system that is used. Of the nearly infinite number of possible combinations of phonemes, only a relatively small number actually occur, and most combinations of phonemes occur in multiple words. Thus, bat and cat each contain 3 phonemes, the latter 2 of which are shared. This fact is represented by their spellings, which have different initial letters and identical medial and final letters because the spellings in alphabetic orthographies such as English represent sound as well as meaning.Developmental and individual differences in phonological processing abilities appear to be related to the acquisition of reading skills, although the direction, magnitudes, and underlying mechanisms responsible for such relations have yet to be

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Section: Discussionmentioning

confidence: 99%

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Wagner¹,

Torgesen²,

Rashotte³

et al. 1997

Developmental Psychology

788

730

View full text Add to dashboard Cite

show abstract

“…Bruck, 1992;Liberman, Shankweiler, Fischer, & Carter, 1974;Snowling, 2000a;Wagner & Torgesen, 1987). More direct evidence for the possibility that deficiencies in phonological awareness and alphabetic mapping may be causally related to reading difficulties comes from naturalistic studies, controlled laboratory studies, and intervention studies in which it was found that training that helped children acquire these skills had a beneficial effect on word identification, spelling, and reading ability in general (Adams, 1990;Blachman, 1994Blachman, , 2000Bradley & Bryant, 1983;Foorman, Francis, Novy, & Liberman, 1991;Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998;Hatcher, Hulme & Ellis, 1994;Lundberg, Frost, & Petersen, 1988;Olson, Wise, & Ring, 1999;Scanlon, Vellutino, Small, & Fanuele, 2000;Torgesen, Rose, Lindamood, Conway, & Garvan, 1999;Vellutino & Scanlon, 1987a;Vellutino et al, 1996;Williams, 1980). Thus, although there is abundant evidence that difficulty in learning to identify printed words is the manifest cause of reading difficulties in beginning readers, there is also abundant evidence that this problem, itself, is causally related to significant difficulties acquiring phonological analysis skills and mastering the alphabetic code, regardless of more distinct causes (intrinsic vs. environmental and instructional).…”

Section: Manifest Causes Of Specific Reading Disability: Deficienciesmentioning

confidence: 99%

“…Similarly, recent classroom observation and classroom intervention studies (Foorman et al, 1991;Foorman et al, 1998; have shown that comprehensive and well-balanced reading instruction that facilitates the acquisition of phonological awareness and letter-sound decoding skills along with other word-level skills, in addition to oral language and reading comprehension skills, can prevent long-term reading difficulties in children who would otherwise qualify for a diagnosis of reading disability. Nevertheless, the observation of reading-related cognitive deficits in the poor readers who were found to be difficult to remediate, relative to both the normal readers and the poor readers who were found to be readily remediated, suggests that reading difficulties in some impaired readers may be caused, in part, by basic cognitive deficits of biological origin.…”

Section: Dyslexia Across the Life-spanmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,053

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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“…This phonological impairment is reflected in dysfunction of left perisylvian cortical regions during reading tasks (McCandliss & Noble, 2003). Importantly, experimental manipulations in which reading-disabled children were exposed to both phonological skill training and explicit instruction in letter-sound correspondence rules have resulted in improved reading ability, relative to various readingdisabled control groups (L. Bradley, & Bryant, 1983;Foorman, Francis, Novy, & Liberman, 1991;Wagner & Torgesen, 1987), suggesting that phonological skill is not merely associated with reading, but actually plays a causal role in its development. PA has been repeatedly associated with the ability to decode both words and non-words, and to a lesser extent, with reading comprehension ability (see Share, 1995 for a review).…”

mentioning

confidence: 99%

Socioeconomic background modulates cognition–achievement relationships in reading

Noble

Farah

McCandliss

2006

Cognitive Development

189

135

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Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors. KeywordsCognition; Socioeconomic status; Phonological awareness; Reading; Language Many factors contribute to individual differences in early childhood reading ability. To optimize reading education strategies, we must understand how these factors relate to and interact with each other in the development of reading skills. Extensive literatures have addressed both the cognitive and social correlates of reading development. Sociological research has provided insights into the relationship between reading achievement and a child's socioeconomic background, whereas the traditions of cognitive and educational psychology have largely focused on the cognitive precursors to reading ability. However, although a number of studies have examined the distinct associations of either socioeconomic status (SES, e.g. R.H. Bradley, Corwyn, Burchinal, Pipes McAdoo, & Garcia Coll, 2001;White, 1982;Whitehurst, 1997) or phonological awareness (PA, e.g. Adams, 1990;L. Bradley & Bryant, 1983;Wagner & Torgesen, 1987) with reading development, surprisingly few have considered these two factors together (Bowey, 1995;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990), and none has examined how a child's social background may interact with PA in predicting reading ability. Such approaches implicitly make strong assumptions about the independence of these two factors. Here we hypothesize that these two factors are not independent, but rather, that a child's background and experiences are likely to directly interact with the cognitive precursors to reading. This "Multiplicative Factors NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptHypothesis," outlined below, predicts that the relationship between PA and reading achievement will be systematically modulated by SES.SES is strongly associated with many measures of childhood cognitive and academic achievement, including IQ (Liaw & Brooks-Gunn, 1994;Smith, Brooks-Gunn, & Klebanov, 1997), achievement test scores (Brooks-Gunn, Guo, & Furstenberg, 1993), grade retentions and functional literacy (Baydar, Brooks-Gunn, & Furstenberg, 1993). These effects are typically quite substan...

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How letter-sound instruction mediates progress in first-grade reading and spelling.

Cited by 177 publications

References 36 publications

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Specific reading disability (dyslexia): what have we learned in the past four decades?

Socioeconomic background modulates cognition–achievement relationships in reading

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