Segmentation, not rhyming, predicts early progress in learning to read
Article Abstract:
Research undertaken among children during the first two years of learning to read indicates that there are strong links between segmentation, as defined by measures of phonome identification and phoneme delection, and achievement in reading and spelling. In contrast, there is no such link between rhyming, as defined by measures of rhyme detection and rhyme production, and early success in reading and spelling. It appears that educational interventions aiming to encourage the phonological skills required for learning to read should probably focus on the development of segmentation rather than rhyming skills.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1998
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The cognitive foundations of reading and arithmetic skills in 7- to 10-yeras-olds
Article Abstract:
A range of possible predictors of arithmetic and reading were assessed in large sample (N=162) of children between ages 7 years 5 months and 10 years 4 months. A path analysis showed that digit comparison and verbal ability were unique predictors of variations in arithmetic skills whereas phoneme deletion and verbal ability were unique predictors of variations in reading skills.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2005
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Erratum to "The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds" [Journal of Experimental Child Psychology 91 (2005) 113-136]
Article Abstract:
A correction notice for "The cognitive foundation of reading and arithmetic skills in 7- to 10-year-olds" is presented.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2006
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