Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Separating the influences of prereading skills on early word and nonword reading

Tools
- Tools
+ Tools

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

[img]
Preview
Text
WRAP_Carroll_1-s2.0-S0022096513001306-main.pdf - Published Version
Available under License Creative Commons Attribution.

Download (655Kb) | Preview
Official URL: http://dx.doi.org/10.1016/j.jecp.2013.05.011

Request Changes to record.

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:
DateEvent
October 2013Published
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) ;

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics

twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us