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| Hulme, Charles | 2 |
| Carroll, Julia M. | 1 |
| Muter, Valerie | 1 |
| Snowling, Margaret | 1 |
| Snowling, Margaret J. | 1 |
| Stevenson, Jim | 1 |
| Taylor, Sara | 1 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
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Peer reviewedMuter, Valerie; Hulme, Charles; Snowling, Margaret; Taylor, Sara – Journal of Experimental Child Psychology, 1998
Examined phonological skills of children during their first two years of learning to read. Found that segmentation was strongly correlated with reading and spelling attainment at the end of the first year of school; letter-name knowledge predicted reading and spelling skill and interacted with segmentation skills. Rhyming predicted spelling skills…
Descriptors: Emergent Literacy, Knowledge Level, Letters (Alphabet), Longitudinal Studies
Peer reviewedCarroll, Julia M.; Snowling, Margaret J.; Hulme, Charles; Stevenson, Jim – Developmental Psychology, 2003
At 3 points in time over a 12-month period, this short-term longitudinal study examined 67 preschoolers' syllable, rime, and phoneme awareness; speech and language skills; and letter knowledge. Findings indicated that rime skills developed earlier than phoneme skills. Structural equation models showed that articulatory skills and syllable and rime…
Descriptors: Age Differences, Individual Development, Knowledge Level, Language Skills
