The Relationship between Paired Associate Learning and Phonological Skills in Normally Developing Readers

Windfuhr, Kirsten; Snowling, Margaret J.

doi:10.1006/jecp.2000.2625

Cited by 124 publications

(142 citation statements)

References 30 publications

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“…When school children are introduced to formal reading instruction via a phonics-based method, that is, the explicit teaching of grapheme-phoneme correspondences, it is well-known that considerable difficulties are faced by poor (or future poor) readers and spellers. Failure is mainly imputed to children having to acquire both numerous abstract units and arbitrary associations between them (Ehri & Wilce, 1979;Windfuhr & Snowling, 2001). The learning of letter names might reduce children's difficulties since it gives them, not only abilities in letter recognition, but also phonological clues about letter sounds and, furthermore, as pointed by Ehri (1983), a logical sense to most letter sounds.…”

Section: Letter Names As Precursors Of Letter Soundsmentioning

confidence: 98%

Why is letter-name knowledge such a good predictor of learning to read?

2005

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The knowledge of letter names measured just before children enter school has been known for a long time as one of the best longitudinal predictors of learning to read in an alphabetic writing system. After a period during which the comprehensive investigation of this relationship was largely disregarded, there is now a growing interest in attempts to understand the role(s) letter names play in literacy acquisition. This paper reviews these recent studies and emphasizes their main findings regarding the influence of letter-name knowledge in early and formal literacy for three main components of literacy acquisition: first, the emergence of the phonological processing of print; then, the learning of letter-sound correspondences; finally, the development of phonemic sensitivity skills. The final section discusses the status of letter-name knowledge (LNK) in literacy acquisition and suggests possible directions for further research.

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Section: Letter Names As Precursors Of Letter Soundsmentioning

confidence: 98%

Why is letter-name knowledge such a good predictor of learning to read?

2005

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“…Liberman & Mattingly, 1985) and cross-modal learning (e.g. Windfuhr & Snowling, 2001). The naming speed paradigm, which takes into account both visual and phonological features and taps into the more automatic aspects of lexical access, is a good marker of reading and spelling skills (e.g.…”

Section: Introductionmentioning

confidence: 99%

The contribution of phonological awareness and visual attention in early reading and spelling

2006

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We examined the development of phonological processing, naming speed, and visual attention in kindergarten and addressed the question of their contribution to reading and spelling in grade 1. Seventy five French-speaking children were administered seven tasks at the two phases of the study, and reading and spelling were assessed in grade 1. The major findings revealed that syllable awareness and visual attention were the most important predictors of early reading and spelling, and confirm the influence of naming speed and phoneme awareness on specific skills. These observations strongly suggest that written language acquisition relies on linguistic, perceptual and cognitive cross-modal skills and highlight the need for diversifying written language measures and analyzing their specific predictors.

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“…This view receives some support from findings from a large cohort of 5-year-old children demonstrating that a single latent construct accounted for individual differences for working memory span tasks and phonological analysis tasks (Wagner, Torgesen, Laughon, Simmons, & Rashotte, 1993; see also . A second view is that verbal short-term memory tasks provide more direct indices of the quality of underlying phonological representations, whereas phonological awareness tasks rely on a more general metalinguistic awareness of the phonological forms of words (Windfuhr & Snowling, 2001). This position is consistent with evidence of a degree of independence in the links between the two phonological skills and reading ability (e.g., Hulme & Snowling, 1992;Wagner, Torgesen, & Rashotte, 1994).…”

Section: Introductionmentioning

confidence: 99%

A structural analysis of working memory and related cognitive skills in young children

Alloway

Gathercole

Willis

et al. 2004

Journal of Experimental Child Psychology

485

368

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The aim of this study was to investigate the functional organisation of working memory and related cognitive abilities in young children. A sample of 633 children aged between 4 and 6 years were tested on measures of verbal short-term memory, complex memory span, sentence repetition, phonological awareness, and nonverbal ability. The measurement model that provided the best fit of the data incorporates constructs that correspond to the central executive, phonological loop, and episodic buffer subcomponents of working memory, plus distinct but associated constructs associated with phonological awareness and nonverbal ability.

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The Relationship between Paired Associate Learning and Phonological Skills in Normally Developing Readers

Cited by 124 publications

References 30 publications

Why is letter-name knowledge such a good predictor of learning to read?

Why is letter-name knowledge such a good predictor of learning to read?

The contribution of phonological awareness and visual attention in early reading and spelling

A structural analysis of working memory and related cognitive skills in young children

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