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The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.

Abstract:

There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-lev...

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Publication status:
Published

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Publisher copy:
10.1177/0956797611435921

Authors


Bowyer-Crane, C More by this author
Carroll, JM More by this author
Snowling, MJ More by this author
Journal:
Psychological science
Volume:
23
Issue:
6
Pages:
572-577
Publication date:
2012-06-05
DOI:
EISSN:
1467-9280
ISSN:
0956-7976
URN:
uuid:04067fe3-fec8-4c8d-8dfb-3ef9a84ff2a0
Source identifiers:
379066
Local pid:
pubs:379066

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