- Introductory review of phonological nature of reading (definitions, assumptions about level of language conveyed by printed word
- Relations between acquisition of reading skills and phonological awareness, phonological recoding for lexical access, phonetic recoding to maintain information in working memory.
- Consider hypotheses about the nature of phonological processing that emerge from examining interrelations among measures of different kinds of phonological processing.
- Summarize the major empirical findings from review, identify gaps in current knowledge and issues to be resolved, propose how gaps in current knowledge and unresolved issues can be addressed
Bradley and Bryant (1985) used a phoneme categorization task with 4s and 5s (like Sesame St: One of these words doesn't belong; for initial, medial and final sounds). A follow-up three yrs later (N=368) correlations were found between performance on the original categorization task and performance on standardized achievement tests in reading, spelling, and a math test as well as the sound categorization delayed test and the WISC (1974 ed.). With IQ and age as constants, wound categorization accounted for 4-10% of the variance in rdg., 6-8% in spelling and 1-4% in math. Sound categorization score showed significance at p= .001, suggesting PA in prereaders is a causal factor in sucess in early reading and spelling. Size of the group makes the results reliable.