Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills
•This paper examines early influences on code-related emergent literacy skills.•Initial letter knowledge uniquely predicted faster growth in phonological awareness.•Initial phonological awareness uniquely predicted faster growth in letter knowledge.•These relations were detected for phoneme-level it...
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| Veröffentlicht in: | Journal of experimental child psychology 2016-04, Vol.144, p.166-183 |
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| description | •This paper examines early influences on code-related emergent literacy skills.•Initial letter knowledge uniquely predicted faster growth in phonological awareness.•Initial phonological awareness uniquely predicted faster growth in letter knowledge.•These relations were detected for phoneme-level items and for larger units of sound.•Initial vocabulary was not uniquely related to growth in phonological awareness.
Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills. |
| doi_str_mv | 10.1016/j.jecp.2015.09.023 |
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Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2015.09.023</identifier><identifier>PMID: 26745710</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Alphabet knowledge ; Awareness ; Child Development ; Child psychology ; Child, Preschool ; Emergent Literacy ; Female ; Growth Models ; Humans ; Language ; Letter knowledge ; Literacy ; Male ; Phonemic awareness ; Phonetics ; Phonological Awareness ; Preschool children ; Preschool education ; Preschool students ; Reading ; Skill development ; Vocabulary</subject><ispartof>Journal of experimental child psychology, 2016-04, Vol.144, p.166-183</ispartof><rights>2015 Elsevier Inc.</rights><rights>Copyright © 2015 Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c549t-79061b82b847006733127fd224d355ec2cc38fd2861ec0d4fec22b0dd31c27c53</citedby><cites>FETCH-LOGICAL-c549t-79061b82b847006733127fd224d355ec2cc38fd2861ec0d4fec22b0dd31c27c53</cites><orcidid>0000-0001-9870-8987</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.jecp.2015.09.023$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>230,314,777,781,882,3537,27905,27906,45976</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26745710$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Lerner, Matthew D.</creatorcontrib><creatorcontrib>Lonigan, Christopher J.</creatorcontrib><title>Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>•This paper examines early influences on code-related emergent literacy skills.•Initial letter knowledge uniquely predicted faster growth in phonological awareness.•Initial phonological awareness uniquely predicted faster growth in letter knowledge.•These relations were detected for phoneme-level items and for larger units of sound.•Initial vocabulary was not uniquely related to growth in phonological awareness.
Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills.</description><subject>Alphabet knowledge</subject><subject>Awareness</subject><subject>Child Development</subject><subject>Child psychology</subject><subject>Child, Preschool</subject><subject>Emergent Literacy</subject><subject>Female</subject><subject>Growth Models</subject><subject>Humans</subject><subject>Language</subject><subject>Letter knowledge</subject><subject>Literacy</subject><subject>Male</subject><subject>Phonemic awareness</subject><subject>Phonetics</subject><subject>Phonological Awareness</subject><subject>Preschool children</subject><subject>Preschool education</subject><subject>Preschool students</subject><subject>Reading</subject><subject>Skill development</subject><subject>Vocabulary</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9ks9u1DAQxiMEotvCC3BAlrhwSRg7sbNBqFKpyh-pEhc4W157dtepN15sZ6M-Ey-Jw5YVcOBkj-c339jjryheUKgoUPGmr3rU-4oB5RV0FbD6UbGg0IkSGt4-LhYAjJU55mfFeYw9AKWiqZ8WZ0y0maCwKH68t8YG1Mn6QTkS0Kl5G8kK04Q4kP3WD975jdU5rSYVcMAYiRoMcZgSBnI3-Mmh2SCxGQ8Y9db7Wepgo01o3pIrsgl-Sluix3DAXKvcfbSR-DVJWzw1PfVMkyfaGyx_ZdCQeGedi8-KJ2vlIj5_WC-Kbx9uvl5_Km-_fPx8fXVbat50qWw7EHS1ZKtl0wKItq4pa9eGscbUnKNmWtfLHC8FRQ2mWecjtgJjaqpZq3l9UVwedffjaodG45CCcnIf7E6Fe-mVlX9nBruVG3-QnDHeiDoLvH4QCP77iDHJnY0anVMD-jFK2grooOuEyOirf9DejyEPaKa4AL6kNcsUO1I6-BgDrk-XoSBnL8hezl6QsxckdDJ7IRe9_PMZp5Lfn5-Bd0cA8zAPFoOM2uKg8egIabz9n_5PME_KbA</recordid><startdate>20160401</startdate><enddate>20160401</enddate><creator>Lerner, Matthew D.</creator><creator>Lonigan, Christopher J.</creator><general>Elsevier Inc</general><general>Elsevier BV</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-9870-8987</orcidid></search><sort><creationdate>20160401</creationdate><title>Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills</title><author>Lerner, Matthew D. ; Lonigan, Christopher J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c549t-79061b82b847006733127fd224d355ec2cc38fd2861ec0d4fec22b0dd31c27c53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Alphabet knowledge</topic><topic>Awareness</topic><topic>Child Development</topic><topic>Child psychology</topic><topic>Child, Preschool</topic><topic>Emergent Literacy</topic><topic>Female</topic><topic>Growth Models</topic><topic>Humans</topic><topic>Language</topic><topic>Letter knowledge</topic><topic>Literacy</topic><topic>Male</topic><topic>Phonemic awareness</topic><topic>Phonetics</topic><topic>Phonological Awareness</topic><topic>Preschool children</topic><topic>Preschool education</topic><topic>Preschool students</topic><topic>Reading</topic><topic>Skill development</topic><topic>Vocabulary</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lerner, Matthew D.</creatorcontrib><creatorcontrib>Lonigan, Christopher J.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lerner, Matthew D.</au><au>Lonigan, Christopher J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2016-04-01</date><risdate>2016</risdate><volume>144</volume><spage>166</spage><epage>183</epage><pages>166-183</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>•This paper examines early influences on code-related emergent literacy skills.•Initial letter knowledge uniquely predicted faster growth in phonological awareness.•Initial phonological awareness uniquely predicted faster growth in letter knowledge.•These relations were detected for phoneme-level items and for larger units of sound.•Initial vocabulary was not uniquely related to growth in phonological awareness.
Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>26745710</pmid><doi>10.1016/j.jecp.2015.09.023</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0001-9870-8987</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; ScienceDirect Journals (5 years ago - present) |
| subjects | Alphabet knowledge Awareness Child Development Child psychology Child, Preschool Emergent Literacy Female Growth Models Humans Language Letter knowledge Literacy Male Phonemic awareness Phonetics Phonological Awareness Preschool children Preschool education Preschool students Reading Skill development Vocabulary |
| title | Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills |
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