Shapiro, Laura R., Carroll, Julia M. and Solity, Jonathan (2013) Separating the influences of prereading skills on early word and nonword reading. Journal of Experimental Child Psychology, Volume 116 (Number 2). pp. 278-295. doi:10.1016/j.jecp.2013.05.011

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Abstract

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills–reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics
Divisions:	Faculty of Science > Psychology
Library of Congress Subject Headings (LCSH):	Reading (Elementary), Reading (Elementary) -- Whole-word method, Reading -- Phonetic method , English language -- Phonetics , Reading -- Language experience approach, Word recognition
Journal or Publication Title:	Journal of Experimental Child Psychology
Publisher:	Elsevier
ISSN:	0022-0965
Official Date:	October 2013
Dates:	Date Event October 2013 Published
Date of first compliant deposit:	25 December 2015
Volume:	Volume 116
Number:	Number 2
Page Range:	pp. 278-295
DOI:	10.1016/j.jecp.2013.05.011
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access
Funder:	Economic and Social Research Council (Great Britain) (ESRC), Leverhulme Trust (LT), British Academy (BA)
Grant number:	RES-000-22-1401 (ESRC) ;

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