Kindergarten children's phonological processing abilities and their prediction of early reading acquisition.

Year: 2000

Author: LYNN, S

Type of paper: Abstract refereed

This paper provides a cross-sectional review of 129 Kindergarten children's scores on a range of phonological processing tasks and their prediction of early reading achievement. This data provides the basis for a longitudinal study exploring reciprocal causal influences of phonological processing abilities on early reading acquisition.

The pattern of children's scores was examined across the variety of tasks for two types of phonological processing, namely, phonological awareness and phonological coding. The results were explored for the pattern of development of these phonological processing abilities in relation to the length of the sound unit, i.e., syllables, sub-syllables (onsets and rimes) and phonemes, and for the position of sound units, i.e., in the initial, medial or final positions.

Data were analysed using LISREL and linear regression analyses. Phonological synthesis and analysis tasks made unique contributions to the percentage of variance explained in the beginning reading measures, as did rapid naming ability. Working memory did not make a significant unique contribution to any of the reading measures at the Kindergarten level. Significant paths were found in the overall model, supporting the primacy of word recognition in the development of early comprehension skills.