Journal ArticleDOI
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children.
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This article is published in Reading Research Quarterly.The article was published on 1988-01-01. It has received 1389 citations till now. The article focuses on the topics: Phonological awareness & Phonemic awareness.read more
Citations
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Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.
Johannes C. Ziegler,Usha Goswami +1 more
TL;DR: The authors develop a novel theoretical framework to explain cross-language data, which they label a psycholinguistic grain size theory of reading and its development.
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Child development and emergent literacy
TL;DR: It is proposed that emergent literacy consists of at least two distinct domains: inside-out skills and outside-in skills, which appear to be influential at different points in time during reading acquisition.
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Specific reading disability (dyslexia): what have we learned in the past four decades?
TL;DR: Evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors, and Hypothesized deficits in general learning abilities and low-level sensory deficits have weak validity as causal factors in specific reading disability.
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Phonological recoding and self-teaching: sine qua non of reading acquisition.
TL;DR: This paper elaborates the self-teaching hypothesis, reviews relevant evidence, and notes that current models of word recognition fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings.
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Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
TL;DR: The authors examined the development of literacy in one elementary school with a large minority, low socioeconomic status population, followed as they progressed from first through fourth grade, finding that good readers read considerably more than the poor readers both in and out of school, which appeared to contribute to the good readers' growth in some reading and writing skills.
References
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Perception of the speech code.
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Categorizing sounds and learning to read: A causal connection.
Lynette Bradley,Peter Bryant +1 more
TL;DR: This paper found that children who are backward in reading are strikingly insensitive to rhyme and alliteration and are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do.
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Assessing phonological awareness in kindergarten children: Issues of task comparability
TL;DR: In this paper, ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later, and the relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test.
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Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten
TL;DR: In this paper, a causal model was postulated concering the relationships between general abilities, metalinguistic competence, and reading and spelling skills, which revealed an orderly and interpretable picture.
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The ability to manipulate speech sounds depends on knowing alphabetic writing
TL;DR: Chinese adults literate only in Chinese characters could not add or delete individual consonants in spoken Chinese words, but a comparable group of adults, literate in alphabetic spelling as well as characters, could perform the same tasks readily and accurately.