Grammatical Awareness and Reading in Grade 1 Children.

Abstract

A 1-year longitudinal study was conducted to determine the extent to which gram matical awareness in preschool predicts reading specifically and independently of general verbal skills, phonological awareness, and word recognition tested in pre school. Out of an original sample of 40 children in preschool, 34 were tested 6 months and 12 months into Grade 1. Grammatical awareness predicted word recognition and pseudoword recoding, but not reading comprehension, in Grade 1 independently of other skills. It is proposed that grammatical awareness predicts word recognition and pseudoword recoding because these tasks demand more attention to the structural features of language.

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