Using method of instruction to predict the skills supporting initial reading development: insight from a synthetic phonics approach

Sarah McGeown, Emma Medford

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children
taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73 were also tested 1 year later (6 years, 1 month). Consistent with hypotheses, word reading was most strongly and consistently predicted by letter sound knowledge and short term memory. It is proposed that method of instruction may shape the skills children draw upon when learning to read.
Original languageEnglish
Pages (from-to)591-608
Number of pages18
JournalReading and writing
DOIs
Publication statusPublished - Jul 2013

Keywords

  • reading
  • instruction
  • synthetic phonics

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