MEDLINE Journals

    Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.

    Authors

    Muter V, Hulme C, Snowling MJ, et al. 

    Institution

    Department of Psychology, University of York, York, United Kingdom.

    Source

    Dev Psychol 2004 Sep; 40(5) :665-81.

    Abstract

    The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlier measures of letter knowledge and phoneme sensitivity (but not by vocabulary knowledge, rhyme skills, or grammatical skills). In contrast, reading comprehension was predicted by prior word recognition skills, vocabulary knowledge, and grammatical skills. The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills.

    Mesh

    Child, Preschool
    Comprehension
    Educational Status
    Female
    Humans
    Language Development
    Longitudinal Studies
    Male
    Phonetics
    Reading
    Semantics
    Verbal Learning
    Vocabulary

    Language

    eng

    Pub Type(s)

    Journal Article

    PubMed ID

    15355157

    Content Manager
    Related Content

    The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.

    Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.

    Semantic and phonological skills in predicting reading development: from 3-16 years of age.

    Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

    Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study.

    Segmentation, not rhyming, predicts early progress in learning to read.

    Grammatical sensitivity: its origins and potential contribution to early word reading skill.

    Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade.