Interactions in the development of spelling, reading and phonological skills

Interactions in the development of spelling, reading and phonological skills ABSTRACT Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time‐points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Research in Reading Wiley

Interactions in the development of spelling, reading and phonological skills

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Publisher
Wiley
Copyright
Copyright © 1988 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0141-0423
eISSN
1467-9817
D.O.I.
10.1111/j.1467-9817.1988.tb00153.x
Publisher site
See Article on Publisher Site

Abstract

ABSTRACT Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time‐points as they progressed through their first three years in school. Exploratory causal path analyses were used to investigate the contribution of each ability to the subsequent growth of skill in reading, spelling and phonological awareness. The resultant structural models demonstrate a role of spelling in the early stages of reading acquisition, as well as differential contributions of implicit and explicit phonological awareness to both reading and spelling. They also suggest a developmental cascade from implicit to explicit phonemic awareness in the normal acquisition of phonological knowledge and associated skills. In the early formulative stages of reading implicit phonemic awareness and reading act reciprocally to build skill in each other. But, as ability in word recognition improves, implicit phonemic awareness plays a diminished role in reading. This pattern of initial reciprocal influence and later dissociation is repeated in the relationship between implicit phoneme awareness and spelling. Explicit phonemic awareness is an important factor in the first stages of spelling development but only emerges later as a significant contributor to reading. The early influence of explicit phoneme awareness on spelling, in conjunction with the major contribution of spelling to beginning reading, indicates that experience in spelling promotes the use of a phonological strategy in reading. Within a developmental context, explicit phoneme awareness initially appears to grow out of an implicit appreciation of the overall sound properties of words. Thereafter, ability to identify and segment phonemes develops independently of implicit phonemic awareness and plays an increasingly important role in the further growth of reading and spelling.

Journal

Journal of Research in ReadingWiley

Published: Sep 1, 1988

References

  • The role of conflict and of agreement between intellectual strategies in children's ideas about measurement
    BRYANT, BRYANT
  • The development of reading: as you seek so shall you find
    ELLIS, ELLIS; LARGE, LARGE
  • The early stages of reading: a longitudinal study
    ELLIS, ELLIS; LARGE, LARGE
  • Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten
    LUNDBERG, LUNDBERG; OLOFSSON, OLOFSSON; WALL, WALL

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