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ERIC Number: EJ947889
Record Type: Journal
Publication Date: 2012-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0022-0965
Early Cognitive Profiles of Emergent Readers: A Longitudinal Study
Brunswick, Nicola; Martin, G. Neil; Rippon, Georgina
Journal of Experimental Child Psychology, v111 n2 p268-285 Feb 2012
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. (Contains 7 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A