The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses
Hulme, C., Bowyer-Crane, C., Carroll, Julia M. , Duff, F. J. and Snowling, M. J.. (2012) The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses. Psychological Science, Vol.23 (No.6). pp. 572-577. ISSN 0956-7976Full text not available from this repository.
Official URL: http://dx.doi.org/10.1177/0956797611435921
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level reading and spelling skills. Improvements in letter-sound knowledge and phoneme awareness at the end of the intervention fully mediated the improvements seen in children's word-level literacy skills 5 months after the intervention finished. Our findings support the conclusion that letter-sound knowledge and phoneme awareness are two causal influences on the development of children's early literacy skills.
|Item Type:||Journal Article|
|Divisions:||Faculty of Science > Psychology|
|Journal or Publication Title:||Psychological Science|
|Page Range:||pp. 572-577|
|Access rights to Published version:||Restricted or Subscription Access|
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