Early cognitive profiles of emergent readers: a longitudinal study.
Brunswick, Nicola and Martin, G. Neil and Rippon, Georgina (2012) Early cognitive profiles of emergent readers: a longitudinal study. Journal of Experimental Child Psychology, 111 (2). pp. 268-285. ISSN 0022-0965
This is the latest version of this item.
Full text is not in this repository.
Official URL: http://dx.doi.org/10.1016/j.jecp.2011.08.001
This item is available in the Library Catalogue
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 two. 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 in 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 while phonological awareness, phonological memory, and visuospatial ability are all necessary for emergent reading, their relative importance varies across the first two years of reading development.
|Research Areas:||A. Middlesex University Schools and Centres > School of Science and Technology > Psychology|
|Citations on ISI Web of Science:||1|
|Deposited On:||29 Nov 2011 06:24|
|Last Modified:||09 Oct 2014 10:30|
Available Versions of this Item
- Early cognitive profiles of emergent readers: a longitudinal study. (deposited 29 Nov 2011 06:24) [Currently Displayed]
Repository staff only: item control page
Full text downloads (NB count will be zero if no full text documents are attached to the record)
Downloads per month over the past year