Abstract / Description of output
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.
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 language | English |
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Pages (from-to) | 591-608 |
Number of pages | 18 |
Journal | Reading and writing |
DOIs | |
Publication status | Published - Jul 2013 |
Keywords / Materials (for Non-textual outputs)
- reading
- instruction
- synthetic phonics