Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.

Valerie Muter, Charles Hulme, Margaret J. Snowling, Jim Stevenson

2004-01-01articleDevelopmental Psychology1,086 citationsclosed

No readable copy stored yet — this record is metadata only.

Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlier measures of letter knowledge and phoneme sensitivity (but not by vocabulary knowledge, rhyme skills, or grammatical skills). In contrast, reading comprehension was predicted by prior word recognition skills, vocabulary knowledge, and grammatical skills. The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills.

Citations in this library

Stored only when both papers are in the corpus — 1,086 citations exist upstream.

References

1986Decoding, Reading, and Reading Disability

1987The nature of phonological processing and its causal role in the acquisition of reading skills.

1983Categorizing sounds and learning to read—a causal connection

1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.

1998Child Development and Emergent Literacy

1995Phonological recoding and self-teaching: sine qua non of reading acquisition

1991Phonological skills and learning to read

1974Explicit syllable and phoneme segmentation in the young child

Cited by

2006What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.

2012Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps.

2011Handbook of Research on Learning and Instruction

2004Beyond phonological skills: broader language skills contribute to the development of reading

2011Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities

2011The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

2008Prediction of the development of reading comprehension: a longitudinal study

2012Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies