On the association between phonological memory and receptive vocabulary in five-year-olds
Article Abstract:
There is a strong and complex association between phonological memory and receptive vocabulary in five-year old preschool children. The association is specially evident for nonword repetition and rhyme oddity. Both phonological memory and sensitivity account for the considerably overlapping variation in receptive vocabulary and grammar when the effects of age and performance are controlled. The findings provide support for the latent phonological processing ability account, and have important implications for understanding vocabulary development.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1996
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Bidirectional relations of phonological sensitivity and prereading abilities: evidence from a preschool sample
Article Abstract:
Research was conducted to examine the reciprocal relationship between the development of reading ability and phonological sensitivity in children. Children aged four and five years old studying in seven preschools in North Florida were asked to participate in the study. Results indicate the existence of reciprocal relations in that phonological sensitivity contributes to the development of letter knowledge in the same way that letter knowledge contributes to the development of phonological sensitivity.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1998
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Grammatical sensitivity: Its origins and potential contribution to early word reading skill
Article Abstract:
A study on the origins of grammatical sensitivity and its usefulness to predict early word-level reading is examined. Grammatical and Phonological sensitivity are grounded in language ability than in cognitive ability with phonological sensitivity and non-word recognition showing reliable predictive associations with subsequent word reading skills.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2005
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