Is there a causal link from phonological awareness to success in learning to read?

Is there a causal link from phonological awareness to success in learning to read? 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Cognition Elsevier

Is there a causal link from phonological awareness to success in learning to read?

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Publisher
Elsevier
Copyright
Copyright © 2003 Elsevier B.V.
ISSN
0010-0277
eISSN
1873-7838
D.O.I.
10.1016/S0010-0277(03)00164-1
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

CognitionElsevier

Published: Feb 1, 2004

References

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    Elbro, C.; Borstrom, I.; Peterson, D.K.
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