Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10453154 | Journal of Experimental Child Psychology | 2005 | 33 Pages |
Abstract
Two studies investigated the importance of phoneme awareness relative to other predictors in the development of reading and spelling among children learning a consistent orthography (Czech) and an inconsistent orthography (English). In Study 1, structural equation models revealed that Czech (n = 107) and English (n = 71) data were fitted well by the same predictors of reading and spelling. Phoneme awareness was a unique predictor in all models. In Study 2, Czech (n = 40) and English (n = 27) children with dyslexia showed similar deficits on phoneme awareness relative to their age- and spelling-matched control peers. Phoneme awareness appears to be a core component skill of alphabetic literacy, which is equally important for learners of consistent and inconsistent orthographies.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Markéta Caravolas, Jan VolÃn, Charles Hulme,