Development of Young Readers' Phonological Processing Abilities
In a cross-sectional study of 184 kindergarten and 2nd grade students, confirmatory factor analysis of a battery of phonological and control tasks were used to compare alternative models of young readers' phonological processing abilities. We found evidence for 5 distinct but correlated phonolo...
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| Veröffentlicht in: | Journal of educational psychology 1993-03, Vol.85 (1), p.83-103 |
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| container_end_page | 103 |
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| container_title | Journal of educational psychology |
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| creator | Wagner, Richard K Torgesen, Joseph K Laughon, Pamela Simmons, Karen Rashotte, Carol A |
| description | In a cross-sectional study of 184 kindergarten and 2nd grade students, confirmatory factor analysis of a battery of phonological and control tasks were used to compare alternative models of young readers' phonological processing abilities. We found evidence for 5 distinct but correlated phonological processing abilities. Latent phonological processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge. |
| doi_str_mv | 10.1037/0022-0663.85.1.83 |
| format | Article |
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We found evidence for 5 distinct but correlated phonological processing abilities. Latent phonological processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.85.1.83</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Age Differences ; Biological and medical sciences ; Child Development ; Child psychology ; Cognitive Ability ; Cognitive Development ; Comparative Analysis ; Confirmatory Factor Analysis ; Cross Sectional Studies ; Developmental psychology ; Elementary School Students ; Fundamental and applied biological sciences. 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The results of this study, coupled with those of a previous study of prereaders, suggest that phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge.</description><subject>Age Differences</subject><subject>Biological and medical sciences</subject><subject>Child Development</subject><subject>Child psychology</subject><subject>Cognitive Ability</subject><subject>Cognitive Development</subject><subject>Comparative Analysis</subject><subject>Confirmatory Factor Analysis</subject><subject>Cross Sectional Studies</subject><subject>Developmental psychology</subject><subject>Elementary School Students</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 2</subject><subject>Human</subject><subject>Kindergarten Children</subject><subject>Learning</subject><subject>Phonetics</subject><subject>Phonological Processing</subject><subject>Phonology</subject><subject>Primary Education</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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We found evidence for 5 distinct but correlated phonological processing abilities. Latent phonological processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.85.1.83</doi><tpages>21</tpages></addata></record> |
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| subjects | Age Differences Biological and medical sciences Child Development Child psychology Cognitive Ability Cognitive Development Comparative Analysis Confirmatory Factor Analysis Cross Sectional Studies Developmental psychology Elementary School Students Fundamental and applied biological sciences. Psychology Grade 2 Human Kindergarten Children Learning Phonetics Phonological Processing Phonology Primary Education Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reading Achievement Skill Development Social research |
| title | Development of Young Readers' Phonological Processing Abilities |
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