Early cognitive profiles of emergent readers:a longitudinal study

Brunswick, Nicola; Martin, G. Neil and Rippon, Georgina Early cognitive profiles of emergent readers:a longitudinal study. Journal of Experimental Child Psychology, 111 (2), pp. 268-285.

Abstract

This longitudinal study examined the contribution of phonological awareness, phonological memory, and visuospatial ability to reading development in 142 English-speaking children from the start of kindergarten to the middle of Grade 2. Partial cross-lagged analyses revealed significant relationships between early performance on block design and matching letter-like forms tasks and later reading ability. Rhyme awareness correlated with later reading ability during the earliest stages, but onset awareness did not emerge as important until after the children had started reading. Digit span correlated significantly with future reading ability at every stage. These findings indicate that although phonological awareness, phonological memory, and visuospatial ability are all necessary for emergent reading, their relative importance varies across the first 2 years of reading development.

Publication DOI: https://doi.org/10.1016/j.jecp.2011.08.001
Divisions: Life & Health Sciences > Psychology
Life & Health Sciences
Life & Health Sciences > Basic & Applied Neurosciences research group
Life & Health Sciences > Neurosciences research group
Life & Health Sciences > Applied Health Research Group
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Additional Information: NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Brunswick, N, Martin, GN & Rippon, G, 'Early cognitive profiles of emergent readers: a longitudinal study', Journal of experimental child psychology, vol. 111, no. 2 (2012) DOI http://dx.doi.org/10.1016/j.jecp.2011.08.001
Uncontrolled Keywords: aptitude,aptitude tests,child development,preschool child,female,humans,longitudinal studies,male,memory,visual pattern recognition,phonetics,psychological tests,reading,partial cross-lagged correlations,reading development,phonological memory,phonological awareness,visual ability,Developmental and Educational Psychology,Experimental and Cognitive Psychology

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