The importance of letter knowledge in the relationship between phonological awareness and reading
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Supplementary material
Other Title
Authors
Blaiklock, Ken
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2004-02-01
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Letter knowledge
Phonological awareness
Phonological awareness
ANZSRC Field of Research Code (2020)
Citation
Blaiklock, K. (2004). The importance of letter knowledge in the relationship between phonological awareness and reading, Journal of Research in Reading, 27, 36-57.
Abstract
Previous correlational and experimental research has found a positive association between phonological awareness and reading skills. This paper provides an overview of studies in this area and shows that many studies have neglected to control for extraneous variables such as ability, phonological memory, preexisting reading skills, and letter knowledge. The paper reports on the results of a longitudinal study that took account of these variables when examining the relationship between phonological awareness and reading for a group of children during their first two years at school. Children showed rhyme awareness before they began to read but were unable to perform a phoneme deletion task until after they had developed word reading skills. Concurrent and predictive correlations between phonological awareness scores and later reading were often significant and remained so after adjusting for verbal ability or phonological memory. Controlling for letter knowledge, however, reduced most correlations to nonsignificant levels.
Publisher
Wiley-Blackwell
Permanent link
Link to ePress publication
DOI
10.1111/j.1467-9817.2004.00213.x
Copyright holder
United Kingdom Literacy Association
Copyright notice
The definitive version of this article is available at www3.interscience.wiley.com