ERIC Number: EJ683125
Record Type: Journal
Publication Date: 2004-Jan-1
Pages: 24
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1088-8438
EISSN: N/A
Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development?
Parrila, Rauno; Kirby, John R.; McQuarrie, Lynn
Scientific Studies of Reading, v8 n1 p3-26 Jan 2004
This study examines how measures of articulation rate, verbal short-term memory (STM), naming speed, and phonological awareness tasks administered in kindergarten and again in Grade 1 jointly and uniquely predict word reading and passage comprehension variance in Grades 1, 2, and 3. Results from regression and commonality analyses indicated that (a) when measured in Grade 1, phonological processing tasks were better, but not significantly better, predictors of later reading than when measured in kindergarten; (b) articulation rate and verbal STM did not uniquely predict reading if phonological awareness and naming speed were controlled; (c) when measured in kindergarten, both phonological awareness and naming speed accounted for unique variance in reading measures, and (d) when measured in Grade 1, phonological awareness was the strongest predictor of reading. Commonality analyses indicated that kindergarten letter recognition shares large parts of its predictive variance with phonological awareness and naming speed measures. Finally, controlling for the autoregressive effect of Grade 1 word reading reduced the usefulness of phonological awareness and naming speed as predictors of Grade 3 reading, but both still accounted for significant unique variance.
Descriptors: Early Reading, Reading Comprehension, Phonological Awareness, Short Term Memory, Reading Processes, Vocabulary, Articulation (Speech), Longitudinal Studies, Measures (Individuals), Verbal Communication
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A