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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ572347
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0965
Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read.
Muter, Valerie; Hulme, Charles; Snowling, Margaret; Taylor, Sara
Journal of Experimental Child Psychology, v71 n1 p3-27 Oct 1998
Examined phonological skills of children during their first two years of learning to read. Found that segmentation was strongly correlated with reading and spelling attainment at the end of the first year of school; letter-name knowledge predicted reading and spelling skill and interacted with segmentation skills. Rhyming predicted spelling skills by the end of the second year. (Author/KB)
Descriptors: Emergent Literacy, Knowledge Level, Letters (Alphabet), Longitudinal Studies, Phonology, Predictor Variables, Preschool Children, Preschool Education, Reading Ability, Reading Skills, Rhyme, Spelling
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Phonological Processing; Phonological Skills; Segmentals (Phonology); Segmentation (Verbal)
Note: An "erratum" regarding this article begins on page 1 of this issue. For commentary on this article, see PS 528 371 in this issue.