Journal
LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS
Volume 36, Issue 4, Pages 285-293Publisher
AMER SPEECH-LANGUAGE-HEARING ASSOC
DOI: 10.1044/0161-1461(2005/029)
Keywords
phonological awareness; assessment; reciprocal relationship; prediction; early reading
Funding
- NICHD NIH HHS [P30 HD002528-419022, P30 HD002528] Funding Source: Medline
- NIDCD NIH HHS [T32 DC000052, P30 DC005803, P05-DC02726] Funding Source: Medline
Ask authors/readers for more resources
Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the Usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. Clinical Implications: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available