The Library

Age and schooling effects on early literacy and phoneme awareness

Tools

Cunningham, Anna Julie and Carroll, Julia M. . (2011) Age and schooling effects on early literacy and phoneme awareness. Journal of Experimental Child Psychology, Vol.109 (No.2). pp. 248-255. ISSN 0022-0965

Preview

PDF
WRAP_Carroll_0370328-ps-120911-brief_phonological_learning_paper2ndrevision.pdf - Accepted Version - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (185Kb)

Official URL: http://dx.doi.org/10.1016/j.jecp.2010.12.005

Abstract

Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling from the age of 6 and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing children aged 4-6 (first two years of formal schooling in the UK) on a sensitive dynamic measure of phoneme awareness and tests of early literacy. There were significant effects of both age and schooling on dynamic and static measures of phoneme awareness, word reading, spelling and letter-name knowledge but no significant age × time interactions. This indicates that older children within this age group generally outperform their younger classmates (although they do not make faster progress), and that this advantage is developed prior to the start of school.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Faculty of Science > Psychology
Library of Congress Subject Headings (LCSH):	Reading, Children -- Language
Journal or Publication Title:	Journal of Experimental Child Psychology
Publisher:	Elsevier
ISSN:	0022-0965
Date:	June 2011
Volume:	Vol.109
Number:	No.2
Page Range:	pp. 248-255
Identification Number:	10.1016/j.jecp.2010.12.005
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
References:	Alexander, R. (2009). The Cambridge Primary Review. Retrieved 20th October, 2009, from http://www.primaryreview.org.uk/ Benjamini, Y., Krieger, A. M., & Yekutieli, D. (2006). Adaptive linear step-up procedures that control the false discovery rate. Biometrika, 93(3), 491-507. Bentin, S., Hammer, R., & Cahan, S. (1991). The Effects of Aging and 1st-Grade Schooling on the Development of Phonological Awareness. Psychological Science, 2(4), 271-274. Bowey, J. A., & Francis, J. (1991). Phonological Analysis as a Function of Age and Exposure to Reading-Instruction. Applied Psycholinguistics, 12(1), 91-121. Carroll, J. M., & Snowling, M. J. (2001). The effects of global similarity between stimuli on children's judgment of rime and alliteration. Applied Psycholinguistics, 22(3), 327-342. Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913-923. Christian, K., Morrison, F. J., Frazier, J. A., & Massetti, G. (2000). Specificity in the nature and timing of cognitive growth in Kindergarten and First Grade. Journal of Cognition and Development, 1(4), 429-448. Crone, D. A., & Whitehurst, G. J. (1999). Age and schooling effects on emergent literacy and early reading skills. Journal of Educational Psychology, 91(4), 604-614. Cunningham, A. J., & Carroll, J. M. (in press). Reading-related skills in earlier and later schooled children. Scientific Studies of Reading. Dudoit, S., Gilbert, H. N., & van der Laan, M. J. (2008). Resampling-Based Empirical Bayes Multiple Testing Procedures for Controlling Generalized Tail Probability and Expected Value Error Rates: Focus on the False Discovery Rate and Simulation Study. Biometrical Journal, 50(5), 716-744. Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British Picture Vocabulry Scale. Second Edition. Windsor, Berkshire: National Foundation for Educational Research - Nelson. Elliot, C. D., Smith, P., & McCulloch, K. (1996). British Ability Scales: Second edition. Slough: National Foundation of Educational Research. Fazio, B. B. (1997). Memory for rote linguistic routines and sensitivity to rhyme: A comparison of low-income children with and without specific language impairment. Applied Psycholinguistics, 18(3), 345-372. Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82(1), 2-28. Morrison, F. J., Griffith, E. M., & Alberts, D. M. (1997). Nature-nurture in the classroom: Entrance age, school readiness, and learning in children. Developmental Psychology, 33(2), 254-262. Morrison, F. J., Smith, L., & Dowehrensberger, M. (1995). Education and Cognitive-Development - a Natural Experiment. Developmental Psychology, 31(5), 789-799. Muter, V., Hulme, C., & Snowling, M. (1997). Phonological Abilities Test. London: Psychological corporation. National-Reading-Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Wasington, DC: National Institute of Child Health and Human Development. Sharp, C., George, N., Sargent, C., O'Donnell, S., & Heron, M. (2009). International thematic probe: The influence of relative age on learner attainment and development: NFER. Spector, J. E. (1992). Predicting Progress in Beginning Reading - Dynamic Assessment of Phonemic Awareness. Journal of Educational Psychology, 84(3), 353-363.
URI:	http://wrap.warwick.ac.uk/id/eprint/37629