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Bidirectional relations between phonological awareness and letter knowledge in preschool revisited

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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Name(s): Lerner, Matthew D, author
Lonigan, Christopher J, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-04-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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=48.60 months, 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.
Identifier: FSU_pmch_26745710 (IID), 10.1016/j.jecp.2015.09.023 (DOI), PMC5225463 (PMCID), 26745710 (RID), 26745710 (EID), S0022-0965(15)00227-1 (PII)
Keywords: Alphabet knowledge, Emergent literacy, Letter knowledge, Phonemic awareness, Phonological awareness, Preschool students
Grant Number: P50 HD052120, R01 HD038880, 052120, HD38880
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5225463.
Subject(s): Awareness
Child Development
Child, Preschool
Female
Humans
Language
Male
Phonetics
Reading
Vocabulary
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26745710
Owner Institution: FSU
Is Part Of: Journal of experimental child psychology.
1096-0457
Issue: vol. 144

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Lerner, M. D., & Lonigan, C. J. (2016). Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal Of Experimental Child Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26745710