Journal
COGNITION
Volume 91, Issue 1, Pages 77-111Publisher
ELSEVIER
DOI: 10.1016/S0010-0277(03)00164-1
Keywords
phonological awareness; learning to read; phonemic awareness; reading acquisition; dyslexia
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In this review, we re-assess the evidence that phonological awareness represents a skill specific to spoken language that precedes and directly influences the process of reading acquisition. Longitudinal and experimental training studies are examined in detail, as these are considered most appropriate for exploring a causal hypothesis of this nature. A particular focus of our analysis is the degree to which studies to date have controlled for existing literacy skills in their participants and the influence that these skills might have on performance on phonological awareness tasks. We conclude that no study has provided unequivocal evidence that there is a causal link from competence in phonological awareness to success in reading and spelling acquisition. However, we believe that such a study is possible and outline some ideas for its design and implementation. (C) 2003 Elsevier B.V. All rights reserved.
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