The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important

Wimmer, Heinz; Landerl, Karin; Linortner, Renate; Hummer, Peter

doi:10.1016/0010-0277(91)90026-z

Cited by 228 publications

(184 citation statements)

References 17 publications

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“…-3- Lyytinen et al, 2004;Lyytinen, Ronimus, Alanko, Poikkeus, & Taanila, 2007;Puolakanaho et al, 2007;Scarborough, 1990;Wagner & Torgesen, 1987;Wagner et al, 1997;Wimmer, Landerl, Linortner, & Hummer, 1991;Wolf, 1986). However, a child's literacy environment, socio-economic status (SES), and family reading history also influence his or her development of literacy skills (Bowey, 1995;Juel, 1986).…”

Section: S Brem Et Al the Visual N1 As A Predictor For Reading Outcmentioning

confidence: 99%

An Electrophysiological Study of Print Processing in Kindergarten: The Contribution of the Visual N1 as a Predictor of Reading Outcome

Brem

Bach

Kujala

et al. 2013

Developmental Neuropsychology

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Sensitivity to print is characterized by a left occipito-temporal negativity to words in the event-related potential N1. This sensitivity is modulated by reading skills and may thus represent a neural marker of reading competence. Here we studied the development of the N1 in regular and poor readers from preschool age to school age to test whether the amplitude of the N1 predicts children's reading outcomes. Our results suggest a predictive value of the print-sensitive negativity over the right hemisphere. Whether this N1 may serve as a biomarker to improve prognosis in preliterate children should be clarified in future studies. AbstractSensitivity to print is characterized by a left occipito-temporal negativity to words in the event-related potential N1. This sensitivity is modulated by reading skills and may thus represent a neural marker of reading competence. Here we studied the development of the N1 in regular and poor readers from preschool age to school age to test whether the amplitude of the N1 predicts children's reading outcomes.Our results suggest a predictive value of the print-sensitive negativity over the right hemisphere. Whether this N1 may serve as a biomarker to improve prognosis in preliterate children should be clarified in future studies.

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Section: S Brem Et Al the Visual N1 As A Predictor For Reading Outcmentioning

confidence: 99%

An Electrophysiological Study of Print Processing in Kindergarten: The Contribution of the Visual N1 as a Predictor of Reading Outcome

Brem

Bach

Kujala

et al. 2013

Developmental Neuropsychology

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“…Rapid naming has been reported to be an important predictor of both reading accuracy and reading speed (Furnes and Samuelsson, 2009;Georgiou et al, 2008). In a recent study, rapid naming has been found to be a more robust long-term predictor compared to phonological awareness (Furnes and Samuelsson, 2010), a measure which has been reported to lose its predictive influence on reading difficulties after the early grades and, rather, predicts individual variation in early phases (Leppänen et al, 2006;Wimmer et al, 1991). Low letter knowledge before school has often been observed in children with severe problems in learning grapheme-phoneme associations and has thus also been proposed as a valuable predictor of an increased risk of developing a reading disorder (Lyytinen et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

et al. 2013

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Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT2 Abstract:Children who are poor readers usually experience troublesome school careers and consequently often su...

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“…However, not all children who show a deficit in phonological awareness during the pre-school years actually develop difficulties when learning how to read and write (Holopainen, Ahonen, & Lyytinen, 2001;Landerl, Linortner, & Wimmer, 1992). A likely reason is that the combination of phonics instruction with the systematic relationship between graphemes and phonemes in languages with a consistent orthography bolsters the performance of dyslexic students in the field of phonological awareness to such an extent that they do not necessarily experience reading and writing problems (Wimmer, Landerl, Linortner, & Hummer, 1991).…”

Section: Significance Of the Predictors In Pegular Orthographiesmentioning

confidence: 99%

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Mayer¹,

Motsch²

2015

JEL

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This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong to the group who show the most pronounced difficulties when learning how to read and write.Our results suggest that children with a double deficit are at great risk of developing dyslexia unless they receive specific support. Moreover, the results of the intervention study are the first to show how German speaking children with a double deficit can be adequately supported within the framework of standard beginners' reading and writing lessons in inclusive classrooms so that impending difficulties in the acquisition of written language can be successfully prevented. The support measures focus on a training of phonological awareness and automatized processing of sublexical orthographic units. However, potential modifications of the training are currently being discussed since not all children in the training groups were able to benefit satisfactorily.

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The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important

Cited by 228 publications

References 17 publications

An Electrophysiological Study of Print Processing in Kindergarten: The Contribution of the Visual N1 as a Predictor of Reading Outcome

An Electrophysiological Study of Print Processing in Kindergarten: The Contribution of the Visual N1 as a Predictor of Reading Outcome

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

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