Development of reading-related phonological processing abilities
New evidence of bidirectional causality from a latent variable longitudinal study
Bibliographic Data
| ID | 9787731 |
|---|---|
| Authors | Richard K Wagner (0000-0002-3243-7894, Florida State University, corresponding author), Joseph K Torgesen, Carol A Rashotte |
| Year | 1994 |
| Volume | 30 |
| Issue | 1 |
| Pages | 73-87 |
| Publication date | 1994-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.30.1.73 |
| OpenAlex | W2066989356 |
| Language | EN |
| Citations received | 198 |
| References cited | 28 |
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent phonological processing abilities, but letter-name knowledge did. Causal relations be-tween phonological processing abilities and reading-related knowledge are bidirectional: Phonologi-cal processing abilities exert strong causal influences on word decoding; letter-name knowledge ex-erts a more modest causal influence on subsequent phonological processing abilities. In the context of beginning reading, phonological processing refers to making use of the phonological or sound structure of oral language when learning how to decode written language
Causality (physics · Cognitive psychology · Developmental psychology · Latent growth modeling · Latent variable · Latent variable model · Linguistics · Literacy · Longitudinal study · Phonological awareness · Phonology · Reading (process · Statistics · Structural equation modeling · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development
Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem
Dificuldades De Aprendizagem E Insucesso Escolar
Consciência fonológica e desempenho geral na leitura. Que relação? Estudo com alunos dos 2o e 3o anos de escolaridade
Level of auditory analysis, synthesis and active vocabulary and their intergender context
Typological effects on spelling development
On the Anglocentricities of current reading research and practice
Phonological skills and their role in learning to read
Learning to Read in New Writing Systems
Evolutionary Approach to Education Science
Preventing reading failure in young children with phonological processing disabilities
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
Prediction of first-grade reading in Spanish-speaking English-language learners.
Home literacy activities and their influence on early literacy skills.
The double-deficit hypothesis for the developmental dyslexias.
The dissociation of word reading and text comprehension
Parental Involvement in the Development of Children’s Reading Skill
Longitudinal Studies of Phonological Processing and Reading
The role of instruction in learning to read
Development of phonological sensitivity in 2- to 5-year-old children.
Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading
Bilingualism, Biliteracy, and Learning to Read
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
Phenotypic performance profile of children with reading disabilities
A longitudinal study of phonological processing skills in children learning to read in a second language.
Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill.
Predicting Children's Competence in the Early School Years
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills
Child Development and Emergent Literacy
Morphological awareness
The Foundations of Spelling Ability
Variations in the Home Literacy Environment of Preschool Children
Specific reading disability (dyslexia)
Is there a causal link from phonological awareness to success in learning to read?
Applications of Structural Equation Modeling in Psychological Research
Why is letter-name knowledge such a good predictor of learning to read?
The Discriminative Lexicon
Deconstructing and reconstructing cross-language transfer in bilingual reading development
Factors related to English reading performance in children with Chinese as a first language
Spoken vocabulary growth
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
Theory-Based Prediction of Early Reading
Relations Among Speech, Language, and Reading Disorders
Relationship Between Reading and Working Memory in Children and Adolescents
Cognitive dimensions of learning in children with problems in attention, learning, and memory
Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory
Social and Emotional Learning and Early Literacy Skills
The Texas Kindergarten Entry Assessment
Complex phonological tasks predict reading in 7 to 11 years of age typically developing Russian children
Influences from working memory, word and sentence reading on passage comprehension and teacher ratings
The role of fluid reasoning in word recognition
On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students
Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish‐speaking children
Phonemic awareness of schoolers test assessment (Pasta)
Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD
Sequence Processing in Music Predicts Reading Skills in Young Readers
Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia
Intervention for early literacy success
Development of literacy skills for Japanese deaf and hard-of-hearing children
Language-specific phonological skills and the relationship with reading accuracy in Sylheti-English sequential bilinguals
Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
Co-development among reading, math, science, and verbal working memory in the elementary stage
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
The metalinguistic awareness of bilingual (Persian-Baluchi) and monolingual (Persian) learners of English language
The role of phonemic awareness in early L2 reading for adult English language learners
Phonological awareness, speech development, and letter knowledge in preschool children
Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years
Latent profile analysis of students’ reading development and the relation of cognitive variables to reading profiles
Semantic priming and reading skills among Spanish-speaking dual language learners
Serial rapid naming skills in children with reading disabilities
Reading in French-speaking adults with dyslexia
Evidence for phonological processing deficits in less-skilled readers
Orthographic processing efficiency in developmental dyslexia
Does third grade discrepancy status predict the course of reading development
What time may tell
History and significance of rapid automatized naming
Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia
An evaluation of two emergent literacy screening tools for preschool children
Speaking to read
Phonological processing and emergent literacy in Spanish-speaking preschool children
Computer-based phonological awareness and reading instruction
Implicit sequence learning is preserved in dyslexic children
Poor readers of chinese respond slower than good readers in phonological, rapid naming, and interval timing tasks
Speech perception and speech production as indicators of reading difficulty
Assessing preschoolers’ emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool
Screening of phonological awareness in the early elementary grades
Rapid automatic naming
Speech recognition-based and automaticity programs to help students with severe reading and spelling problems
Phonological processing and emergent literacy in younger and older preschool children
Dynamic visual perception and reading development in Chinese school children
Benefits of computer-presented speed training for poor readers
Predicting the future achievement of second graders with reading disabilities
Understanding individual differences in word recognition skills of ESL children
Preschool phonological representations and development of reading skills
Phonological awareness predicts activation patterns for print and speech
Procédures graphophonémiques et graphosyllabiques chez des lecteurs dyslexiques et des lecteurs sourds du primaire
Success in learning similar-sounding words predicts vocabulary depth above and beyond vocabulary breadth
The interaction between phonological processing, syntactic awareness and reading
Relationships between preschoolers’ oral language and phonological awareness
Learning to Read the Great Debate
Rhyme and Reason in Reading and Spelling
Assessing phonological awareness in kindergarten children
Does awareness of speech as a sequence of phones arise spontaneously?
Acquisition of literacy
Difficulties in auditory organisation as a possible cause of reading backwardness
Taking Account of Time Lags in Causal Models
The ability to manipulate speech sounds depends on knowing alphabetic writing
Explicit syllable and phoneme segmentation in the young child
The right and wrong places to look for the cognitive locus of reading disability
Longitudinal prediction and prevention of early reading difficulty
Phoneme segmentation training
Nursery rhymes, phonological skills and reading
Language by ear and by eye
The Nonword Reading Deficit in Developmental Dyslexia
Beginning to Read
Matthew Effects in Reading
Metalinguistic Abilities and Beginning Reading
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Naming Speed and Reading
The Cooperative Research Program in First‐Grade Reading Instruction
Rhyme and alliteration, phoneme detection, and learning to read
Word-recognition skills of adults with childhood diagnoses of dyslexia
Persistence of dyslexics' phonological awareness deficits
Differentiating phonological memory and awareness of rhyme
Acoustic Confusions in Immediate Memory
The nature of phonological processing and its causal role in the acquisition of reading skills
| Unique citing works | 188 |
|---|---|
| Citations per year | 6,19 |
| Citation span | 1994 - 2026 (33) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 189 |