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Phonological processing and emergent literacy in younger and older preschool children.
- Source :
-
Annals of Dyslexia . 2007, Vol. 57 Issue 2, p113-137. 25p. 2 Diagrams, 7 Charts. - Publication Year :
- 2007
-
Abstract
- Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children. [ABSTRACT FROM AUTHOR]
- Subjects :
- *PHONOLOGY
*LITERACY
*PRESCHOOL children
*EMERGENT literacy
*SHORT-term memory
*ENGLISH language education in preschools
*AGE distribution
*COGNITION in children
*FACTOR analysis
*LEARNING
*LONGITUDINAL method
*MEMORY
*PHONETICS
*QUESTIONNAIRES
*READING
*RESEARCH funding
*SEMANTICS
*VERBAL behavior
*VISUAL perception
*VOCABULARY
*EARLY intervention (Education)
*STRUCTURAL equation modeling
*PREDICTIVE validity
Subjects
Details
- Language :
- English
- ISSN :
- 07369387
- Volume :
- 57
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Annals of Dyslexia
- Publication Type :
- Academic Journal
- Accession number :
- 28841060
- Full Text :
- https://doi.org/10.1007/s11881-007-0008-8