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- Publisher
- Springer Journals
- Copyright
- Copyright © 2001 by The International Dyslexia Association
- Subject
- Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
- ISSN
- 0736-9387
- eISSN
- 1934-7243
- DOI
- 10.1007/s11881-001-0010-5
- Publisher site
- See Article on Publisher Site
Abstract
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness (syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades 1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension, but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others.
Journal
Annals of Dyslexia – Springer Journals
Published: Jun 18, 2001