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      Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

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          Abstract

          Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.

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          Author and article information

          Journal
          Developmental Psychology
          Developmental Psychology
          American Psychological Association (APA)
          1939-0599
          0012-1649
          1997
          1997
          : 33
          : 3
          : 468-479
          Article
          10.1037/0012-1649.33.3.468
          9149925
          b401e838-dff1-49de-9b3b-1a191538d94d
          © 1997
          History

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