The development of phonological skills

Margaret J. Snowling · Charles Hulme

208 citations0/0 files storedPhilosophical Transactions of the Royal Society B Biological Sciences

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

In this paper we consider the nature and consequences of the development of phonological skills in children. We begin with evidence for developmental refinements in phonological processes. These developments, in turn, affect a variety of other skills. We consider two particular examples: the relationship between the development of speech skills and verbal short-term memory and the development of children's phonological awareness. The development of phonological awareness is related to the acquisition of literacy, which, in turn, brings about further refinements in phonological skills.

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References

1983Categorizing sounds and learning to read—a causal connection 1991Phonological skills and learning to read 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities 1974Explicit syllable and phoneme segmentation in the young child 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1989Articulatory gestures as phonological units 1989Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study 1978The child as word learner

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1998Dyslexia as a Phonological Deficit: Evidence and Implications 1999Training Phonological Awareness with and without Explicit Attention to Articulation 2005Relations between vocabulary development and verbal short-term memory: The relative importance of short-term memory for serial order and item information 2005Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart 2000Individual Differences in Gains from Computer-Assisted Remedial Reading

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