Phonological recoding skills and learning to read: A longitudinal study

A. F. Jorm; D. L. Share; R. Maclean; R. G. Matthews

doi:10.1017/S0142716400005075

Phonological recoding skills and learning to read: A longitudinal study

A. F. Jorm, D. L. Share, R. Maclean, R. G. Matthews

Research output: Contribution to journal › Article › peer-review

Abstract

The study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.

Original language	English
Pages (from-to)	201-207
Number of pages	7
Journal	Applied Psycholinguistics
Volume	5
Issue number	3
DOIs	https://doi.org/10.1017/S0142716400005075
State	Published - Sep 1984
Externally published	Yes

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Language and Linguistics
Linguistics and Language
General Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1017/S0142716400005075

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title = "Phonological recoding skills and learning to read: A longitudinal study",

abstract = "The study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.",

author = "Jorm, {A. F.} and Share, {D. L.} and R. Maclean and Matthews, {R. G.}",

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AU - Matthews, R. G.

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AB - The study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.

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Phonological recoding skills and learning to read: A longitudinal study

Abstract

ASJC Scopus subject areas

UN SDGs

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