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| Developmental Psychology | 2 |
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| Anthony, Jason L. | 1 |
| Burgess, Stephen R. | 1 |
| Carroll, Julia M. | 1 |
| Hulme, Charles | 1 |
| Lonigan, Christopher J. | 1 |
| Snowling, Margaret J. | 1 |
| Stevenson, Jim | 1 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
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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
Peer reviewedLonigan, 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
