This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route…

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…

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…