Mind the orthography
Revisiting the contribution of prereading phonological awareness to reading acquisition
Bibliographic Data
| ID | 9790807 |
|---|---|
| Authors | Camila Zugarramurdi (0000-0003-1675-0722, Universidad de la República de Uruguay, corresponding author), Lucía Fernández (0000-0002-6218-8286, Universidad de la República de Uruguay), Marie Lallier (0000-0003-4340-1296, Basque Center on Cognition, Brain and Language), Juan Carlos Valle-Lisboa (0000-0002-5662-5937, Universidad de la República de Uruguay), Manuel Carreiras (0000-0001-6726-7613, Ikerbasque) |
| Year | 2022 |
| Volume | 58 |
| Issue | 6 |
| Pages | 1003-1016 |
| Publication date | 2022-06-01 |
| 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/dev0001341 |
| PMID | 35311304 |
| OpenAlex | W4221042023 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
Reading acquisition is based on a set of preliteracy skills that lay the foundation for future reading abilities. Phonological awareness-the ability to identify and manipulate the sound units of oral language-has been reported to play a central role in reading acquisition. However, current evidence is mixed with respect to its universal contribution to reading acquisition across orthographies. This longitudinal study examines the development and contribution of phonological awareness to early reading skills in Spanish, a transparent orthography. The results of a comprehensive battery of phonological awareness skills in a large sample of children (Time 1 n = 616, 296 females, mean age 5.6, from middle to high socioeconomic backgrounds; Time 2 n = 397) with no reading experience at study onset suggest that the development of phonological awareness is delayed in Spanish. Furthermore, our results show that phonological awareness does not contribute to the prediction of reading acquisition above and beyond other preliteracy skills. Letter knowledge indexes children's ability to identify phonemes and thus takes a more central role in the prediction of early reading skills. Therefore, we underscore the need to thoughtfully address the distinctive features of the reading acquisition process across orthographies, which should be taken into account in models of reading and learning to read. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Cognitive psychology · Developmental psychology · Learning to read · Linguistics · Orthography · Phonemic awareness · Phonological awareness · Phonology · PsycINFO · Reading (process · Set (abstract data type · Child Development and Digital Technology · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development
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Manifest variable path analysis
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
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The Dimensionality of Phonological Abilities in Greek
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Rhyme and alliteration, phoneme detection, and learning to read
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Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
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On the Anglocentricities of current reading research and practice
The nature of phonological processing and its causal role in the acquisition of reading skills
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |