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Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool Sample.
Peer reviewed Peer reviewed
Burgess, Stephen R.; Lonigan, Christopher J. – Journal of Experimental Child Psychology, 1998
Examined the relationship between phonological sensitivity and letter knowledge in 4- and 5-year-olds in a one-year longitudinal study. Found that phonological sensitivity predicted letter knowledge growth, and letter knowledge predicted phonological sensitivity growth, when controlling for age and oral language abilities. Also found that the…
Descriptors: Cognitive Development, Knowledge Level, Letters (Alphabet), Longitudinal Studies
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