Access the full text.
Sign up today, get DeepDyve free for 14 days.
A. Walley (1993)
The Role of Vocabulary Development in Children′s Spoken Word Recognition and Segmentation AbilityDevelopmental Review, 13
G. Lyon (1995)
Toward a definition of dyslexiaAnnals of Dyslexia, 45
E. Magnusson, K. Nauclér (1990)
Reading and spelling in language-disordered children—linguistic and metalinguistic prerequisites: Report on a longitudinal studyClinical Linguistics & Phonetics, 4
Jorm Jorm, Share Share (1983)
Phonological recoding and reading acquisitionApplied Psycholinguistics, 4
Maggie Snowling, N. Goulandris, Maria Bowlby, Peter Howell (1986)
Segmentation and speech perception in relation to reading skill: a developmental analysis.Journal of experimental child psychology, 41 3
H. Scarborough, W. Dobrich (1994)
On the Efficacy of Reading to PreschoolersDevelopmental Review, 14
V. Skjelfjord (1976)
Teaching Children to Segment Spoken Words as an Aid in Learning to ReadJournal of Learning Disabilities, 9
B. Blachman (1984)
Relationship of Rapid Naming Ability and Language Analysis Skills to Kindergarten and First-Grade Reading Achievement.Journal of Educational Psychology, 76
H. Scarborough (1989)
Prediction of reading disability from familial and individual differences.Journal of Educational Psychology, 81
H. Scarborough (1984)
Continuity between childhood dyslexia and adult reading.British journal of psychology, 75 ( Pt 3)
Margaretha Vandervelden, L. Siegel (1995)
Phonological Recoding and Phoneme Awareness in Early Literacy: A Developmental Approach.Reading Research Quarterly, 30
D. Mahony, V. Mann (1992)
Using children's humor to clarify the relationship between linguistic awareness and early reading abilityCognition, 45
H. Scarborough (1990)
Very early language deficits in dyslexic children.Child development, 61 6
Elbro Elbro (1996)
Early linguistic abilities and reading development: A review and a hypothesis about distinctness of phonological representationsReading and Writing: An Interdisciplinary Journal, 8
J. Rack, M. Snowling, R. Olson (1992)
The Nonword Reading Deficit in Developmental Dyslexia: A Review.Reading Research Quarterly, 27
C. Elbro (1996)
Early linguistic abilities and reading development: A review and a hypothesisReading and Writing, 8
D. Hurford, Lorri Darrow, Terry Edwards, Carol Howerton, C. Mote, Joel Schauf, Paula Coffey (1993)
An Examination of Phonemic Processing Abilities in Children During Their First-Grade YearJournal of Learning Disabilities, 26
P. Griffiths (1991)
Word-finding ability and design fluency in developmental dyslexia.The British journal of clinical psychology, 30 ( Pt 1)
J. Torgesen, Richard Wagner, C. Rashotte (1994)
Longitudinal Studies of Phonological Processing and ReadingJournal of Learning Disabilities, 27
B. Gelder, J. Vroomen (1991)
Phonological deficits: Beneath the surface of reading-acquisition problemsPsychological Research, 53
D. Share (1995)
Phonological recoding and self-teaching: sine qua non of reading acquisitionCognition, 55
S. Brady, Anne Fowler, Brenda Stone, Nancy Winbury (1994)
Training phonological awareness: A study with inner-city kindergarten childrenAnnals of Dyslexia, 44
J. Rack, C. Hulme, M. Snowling, J. Wightman (1994)
The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis.Journal of Experimental Child Psychology, 57
J. Torgesen, S. Morgan, C. Davis (1992)
Effects of two types of phonological awareness training on word learning in kindergarten children.Journal of Educational Psychology, 84
Elbro Elbro, Møller Møller, Nielsen Nielsen (1995)
Functional reading difficulties in Denmark. A study of adult reading of common textsReading and Writing: An Interdisciplinary Journal, 7
Wade Horn, T. Packard (1985)
Early identification of learning problems: a meta-analysisJournal of Educational Psychology, 77
A. Liberman, F. Cooper, D. Shankweiler, M. Studdert-Kennedy (1967)
Perception of the speech code.Psychological review, 74 6
Stone Stone, Brady Brady (1995)
Evidence for deficits in basic phonological processes in less‐skilled readersAnnals of Dyslexia, 45
M. Haslum (1989)
Predictors of DyslexiaIrish Journal of Psychology, 10
I. Lundberg, Jørgen Frost, Ole-Peter Petersen (1988)
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children.Reading Research Quarterly, 23
C. Elbro, Elisabeth Arnbak (1996)
The role of morpheme recognition and morphological awareness in dyslexiaAnnals of Dyslexia, 46
I. Lundberg, Å. Olofsson, S. Wall (1980)
Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergartenScandinavian Journal of Psychology, 21
R. Wagner, J. Torgesen (1987)
The nature of phonological processing and its causal role in the acquisition of reading skills.Psychological Bulletin, 101
S. Shaywitz, Michael Escobar, B. Shaywitz, J. Fletcher, R. Makuch (1992)
Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.The New England journal of medicine, 326 3
I. Liberman, D. Shankweiler, F. Fischer, Bonnie Carter (1974)
Explicit Syllable and Phoneme Segmentation in the Young ChildJournal of Experimental Child Psychology, 18
M. Wolf, M. Obregón (1992)
Early naming deficits, developmental dyslexia, and a specific deficit hypothesisBrain and Language, 42
M. Bruck (1990)
Word-Recognition Skills of Adults with Childhood Diagnoses of Dyslexia.Developmental Psychology, 26
D. Share, Anthony Jorm, R. Maclean, R. Matthews (1984)
Sources of Individual Differences in Reading Acquisition.Journal of Educational Psychology, 76
Mantzicopoulos Mantzicopoulos, Morrison Morrison (1994)
Early prediction of reading achievement: Exploring the relationship of cognitive and noncognitive measures to inaccurate classifications of at‐risk statusRASE. Remedial and Special Education, 15
Å. Olofsson, I. Lundberg (1985)
Evaluation of long term effects of phonemic awareness training in kinderarten: Illustrations of some methodological problems in evaluation researchScandinavian Journal of Psychology, 26
Brenda Stone, S. Brady (1995)
Evidence for phonological processing deficits in less-skilled readersAnnals of Dyslexia, 45
Anthony Jorm, D. Share (1983)
An invited article: Phonological recoding and reading acquisitionApplied Psycholinguistics, 4
P. Mantzicopoulos, D. Morrison (1994)
Early Prediction of Reading AchievementRemedial and Special Education, 15
Mary Rohl, C. Pratt (1995)
Phonological awareness, verbal working memory and the acquisition of literacyReading and Writing, 7
Bruce Pennington, G. Orden, Shelley Smith, P. Green, Marshall Haith (1990)
Phonological processing skills and deficits in adult dyslexics.Child development, 61 6
Michele Rapala, S. Brady (1990)
Reading ability and short-term memory: The role of phonological processingReading and Writing, 2
N. Badian, G. McAnulty, F. Duffy, H. Als (1990)
Prediction of dyslexia in kindergarten boysAnnals of Dyslexia, 40
C. Elbro, S. Moller, Elizabeth Nielsen (1995)
Functional reading difficulties in DenmarkReading and Writing, 7
R. Wagner, J. Torgesen, Pamela Laughon, K. Simmons, C. Rashotte (1993)
Development of young readers' phonological processing abilitiesJournal of Educational Psychology, 85
T. Høien, I. Lundberg, K. Stanovich, I. Bjaalid (1995)
Components of phonological awarenessReading and Writing, 7
Sawyer Sawyer (1992)
Language abilities, reading acquisition, and developmental dyslexia: A discussion of hypothetical and observed relationshipsJournal of Learning Disabilities, 25
Brian Byrne, Ruth Fielding-barnsley (1993)
Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up.Journal of Educational Psychology, 85
D. Sawyer (1992)
Language Abilities, Reading Acquisition, and Developmental DyslexiaJournal of Learning Disabilities, 25
J. Berko (1958)
The Child's Learning of English MorphologyWORD, 14
N. Badian (1994)
Preschool prediction: Orthographic and phonological skills, and readingAnnals of Dyslexia, 44
J. Gilger, B. Pennington, J. Defries (1991)
Risk for reading disability as a function of parental history in three family studiesReading and Writing, 3
J. Jansky, Martin Hoffman, Jean Layton, Francee Sugar, M. Davies (1989)
Prediction: A six-year follow-upAnnals of Dyslexia, 39
B. Pennington, D. Lefly, G. Orden, M. Bookman, Shelley Smith (1987)
Is phonology bypassed in normal or dyslexic development?Annals of Dyslexia, 37
R. Felton, I. Brown (1990)
Phonological processes as predictors of specific reading skills in children at risk for reading failureReading and Writing, 2
R. Katz (1986)
Phonological deficiencies in children with reading disability: Evidence from an object-naming taskCognition, 22
C. Elbro, I. Nielsen, D. Petersen (1994)
Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical itemsAnnals of Dyslexia, 44
N. Badian (1982)
The Prediction of Good and Poor Reading Before Kindergarten Entry: A 4-Year Follow-UpJournal of Special Education, 16
C. Elbro, Ingelise Rasmussen, Birgitte Spelling (1996)
Teaching reading to disabled readers with language disorders: a controlled evaluation of synthetic speech feedback.Scandinavian journal of psychology, 37 2
D. Lefly, B. Pennington (1991)
Spelling errors and reading fluency in compensated adult dyslexicsAnnals of Dyslexia, 41
M. Brittain (1970)
Inflectional Performance and Early Reading Achievement.Reading Research Quarterly, 6
M. Tramontana, S. Hooper, S. Selzer (1988)
Research on the preschool prediction of later academic achievement: A reviewDevelopmental Review, 8
W. Schneider, J. Näslund (1993)
The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC)European Journal of Psychology of Education, 8
D. Shankweiler, S. Crain, L. Katz, Anne Fowler, A. Liberman, S. Brady, Rosalind Thornton, Eric Lundquist, Lois Dreyer, J. Fletcher, K. Stuebing, S. Shaywitz, B. Shaywitz (1995)
Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and SyntaxPsychological Science, 6
D. Hurford, Mark Johnston, Paula Nepote, S. Hampton, S. Moore, Jeanette Neal, Angela Mueller, Kimberly McGeorge, Lillian Huff, Angela Awad, Clayton Tatro, Christine Juliano, Denise Huffman (1994)
Early Identification and Remediation of Phonological-Processing Deficits in First-Grade Children at Risk for Reading DisabilitiesJournal of Learning Disabilities, 27
S. Butler, H. Marsh, M. Sheppard, J. Sheppard (1985)
Seven-year longitudinal study of the early prediction of reading achievement.Journal of Educational Psychology, 77
M. Snowling, Bente Wagtendonk, Carolyne Stafford (1988)
Object-naming deficits in developmental dyslexiaJournal of Research in Reading, 11
Hurford Hurford, Darrow Darrow, Edwards Edwards, Howerton Howerton, Mote Mote, Schauf Schauf, Coffey Coffey (1993)
An examination of the development of phonemic processing abilities in children during their first‐grade yearJournal of Learning Disabilities, 26
ABSTRACTS This article presents results from a longitudinal study of children of dyslexic and of normally reading parents. The children were followed from the beginning of kindergarten (at the age of 6, 1 year before reading instruction in Denmark) until the beginning of the second grade. Children of dyslexic parents were found to have an increased risk of dyslexia (a 4.3 odds ratio) when dyslexia was defined as poor phonological recoding (poor reading of nonwords and pseudohomophones of real words). All language measures in kindergarten were statistically significant predictors of dyslexia. Logistic regression analyses with backwards stepwise selection indicated that three measures contributed independently to the prediction of dyslexia: letter naming, phoneme identification, and distinctness of phonological representations. The measure of distinctness of phonological representations also contributed significantly to the prediction of poor phoneme awareness in Grade 2—even when differences in early syllable and phoneme awareness, articulation, and productive and receptive vocabulary were accounted for. The results suggest that the quality of phonological representations in the mental lexicon is a determinant of the development of both segmental (e.g., phoneme) awareness and of the acquisition of phonological recoding skills in reading. ESTE TRABAJO presenta los resultados de un estudio longitudinal de niños hijos de padres disléxicos y normales. El seguimiento de los niños se produjo desde el comienzo del preescolar (a la edad de seis años, un año antes de comenzar la enseñanza de la lectura en Dinamarca), hasta el comienzo de segundo grado. Se halló que entre los hijos de padres disléxicos aumentaba el riesgo de dislexia (a razón del 4.3) cuando se definía la dislexia como problemas de recodificación fonológica (problemas para leer pseudo‐palabras y pseudo‐homófonos de palabras reales). Todas las medidas de lenguaje tomadas en preescolar fueron predictoras de dislexia estadísticamente significativas. Los análisis de regresión logística con selección por pasos indicaron que las tres medidas contribuían independientemente a la predicción de la dislexia: nombrar letras, identificar fonemas y la precisión de las representaciones fonológicas. La medida de precisión de las representaciones fonológicas también contribuyó significativamente a predecir problemas de conciencia fonológica en segundo grado ‐ aún cuando se tomaron en cuenta las diferencias en conciencia silábica y fonológica tempranas. Los resultados sugieren que la calidad de las representaciones fonológicas en el léxico mental es determinante tanto del desarrollo de la conciencia segmental (por ej., fonológica) como de la adquisición de habilidades fonológicas en la lectura. DIESER ARTIKEL stellt die Ergebnisse einer Langzeitstudie mit Kindern von dyslexischen und normal‐lesenden Eltern vor. Die Kinder wurden mit Beginn des Kindergartens (im Alter von sechs, ein Jahr vor Beginn des Leseunterrichts in Dänemark) bis zum Eintritt in das zweite Schuljahr betreut. Es wurde festgestellt, daß Kinder von dyslexischen Eltern einem erhöhten Risiko der Dyslexie unterliegen (im Wahrscheinlichkeitsverhältnis von 4.3), wobei Dyslexie als unzureichende phonologische Wiedergabe definiert wurde (Leseschwäche mit nicht‐bestimmbaren Worten und scheinbaren Gleichlauten bzw. Pseudo‐Homophonie bei realen Worten). Alle im Kindergarten ermittelten sprachlichen Maßnahmen erwiesen sich als statistisch bedeutende Hinweise auf Dyslexie. Logistische Regressionsanalysen mit schrittweisen, rückwirkenden Betrachtungsabläufen indizierten drei wesentliche Maßnahmen, die unabhängig voneinander zur Bestimmung von Dyslexie beitragen: Buchstabieren, phonemische Unterscheidung und Deutlichkeit der phonologischen Ausdrucksweisen. Die systematische Bemessung der Deutlichkeit der phonologischen Repräsentation trug ebenfalls wesentlich zur Bestimmung eines voraussichtlich auftretenden geschwächten phonemischen Bewußtseins bei Schülern in der zweiten Klasse bei, sogar wenn Unterschiede in der frühen Erkenntnis von Silbenbildung und phonemischer Wahrnehmung, Artikulation bzw. Wortgliederung, sowie in produktiver und rezeptiver Wortbildung ermittelt wurden. Die Ergebnisse weisen daraufhin, daß die Qualität der phonologischen Vorstellungen im mentalen Lexikon ein Bestimmungsfaktor in der Entwicklung beider segmentaler (z.B. phonemischer) Aufnahmefähigkeiten und der Aneignung von phonologischen Wiedergabefähigkeiten beim Lesen ist. CE PAPIER présente des résultats provenant d'une étude longitudinale d'enfants de parents dyslexiques ou lisant normalement. Les enfants ont été suivis du début du jardin d'enfants (à six ans, un an avant l'enseignement de la lecture au Danemark) jusqu'au commencement de la seconde année. On a trouvé que les enfants de parents dyslexiques présentent un plus grand risque de dyslexie (4.3 fois plus) quand la dyslexie est définie comme un faible recodage phonologique (faible lecture de non‐mots et de pseudo‐homophones de mots réels). Tous les indicateurs langagiers au jardin d'enfants sont des prédicteurs statistiquement significatifs de dyslexie. Des analyses de régression avec sélection rétroactive variable par variable ont montré que trois mesures contribuent indépendam ment à prédire la dyslexie: la dénomination de lettres, l'identification de phonèmes, et la précision dans les représentations phonologiques. La mesure de la précision dans les représentations phonologiques contribue aussi de manière significative à prédire une faible conscience phonémique en deuxième année, même si les différences initiales de conscience de la syllabe et du phonème, de l'articulation, et du vocabulaire émis ou produit sont prises en considération. Les résultats suggèrent que la qualité des représentations phonologiques dans le lexique interne est un déterminant du développement tant de la conscience segmentale (par exemple du phonème) que de l'acquisition des habiletés de recodage phonologique en lecture.
Reading Research Quarterly – Wiley
Published: Jan 1, 1998
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.