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Changing Relations between Phonological Processing Abilities and Word-Level Reading as Children Develop from Beginning to Skilled Readers: A 5-Year Longitudinal Study.
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Wagner, Richard K.; And Others – Developmental Psychology, 1997
Children's phonological processing abilities, reading skills, and vocabulary were assessed annually from kindergarten through grade four. Found that individual differences in phonological awareness were related to subsequent differences in word-level reading, and that individual differences in letter-name knowledge were related to subsequent…
Descriptors: Elementary Education, Elementary School Students, Individual Differences, Language Processing
Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study.
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Lonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L. – Developmental Psychology, 2000
Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…
Descriptors: Cognitive Development, Decoding (Reading), Developmental Continuity, Emergent Literacy