Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool Sample

Burgess, Stephen R.; Lonigan, Christopher J.

doi:10.1006/jecp.1998.2450

Cited by 283 publications

(258 citation statements)

References 35 publications

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“…Rather, reading is better conceptualized as a developmental phenomenon that builds on early print awareness, rudimentary phonological awareness, and vocabulary. These skills can be assessed reliably in children as young as 3 years of age, and are highly predictive of later decoding (Burgess & Lonigan, 1998;Lonigan, Wagner, Torgesen, & Rashotte, 2007). If measures of print awareness replace measures of reading achievement, it should be possible to identify children whose print awareness is discrepant from their IQ prior to their entry in kindergarten or first grade.…”

Section: A "Wait To Fail" Model?mentioning

confidence: 99%

The importance of measuring growth in response to intervention models: Testing a core assumption

Schatschneider

Wagner

Crawford

2008

Learning and Individual Differences

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A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models.

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Section: A "Wait To Fail" Model?mentioning

confidence: 99%

The importance of measuring growth in response to intervention models: Testing a core assumption

Schatschneider

Wagner

Crawford

2008

Learning and Individual Differences

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“…Thus, children who have a rich language environment (through oral input or book reading) in preschool and at home are expected to develop vocabulary, which in turn stimulates growth in phonological representations (Metsala & Walley, 1998;Walley, Metsala, & Garlock, 2003). Indeed, studies with English-speaking children have shown that children with larger vocabularies tended to have more highly developed phonological awareness (Burgess & Lonigan 1998;Lonigan, Burgess, & Anthony, 2000;McBride-Chang, Wagner, & Chang, 1997;Metsala, 1999).…”

Section: Background and Contextmentioning

confidence: 99%

“…Exposure to print (through book reading) and letter names provides children with an opportunity to connect spoken language to printed words, promoting children's sensitivity to individual sounds. In particular, children's knowledge of letter names may be critical for the development of phoneme awareness (Bowey, 1994;Burgess, 2002;Burgess & Lonigan, 1998;Foulin, 2005;Johnston, Anderson, & Holligan, 1996), and some suggested a reciprocal relationship between letter-name knowledge and phoneme awareness (Burgess & Lonigan, 1998;Foy & Mann, 2003).…”

Section: Background and Contextmentioning

confidence: 99%

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Kim

2007

Read Writ

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Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children's literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children's emergent literacy skills as well as conventional literacy skills in Korean.However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children's literacy skills such that parents adjust their teaching in response to their child's literacy acquisition.Furthermore, cultural variation in views on parent teaching may explain these results.Word Count: 178

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“…Individuals with DD are often unable to access the underlying sound structures of words, creating a difficulty in mapping sounds to written language (15)(16)(17)(18). Phonological processing skills have been found to be a key predictor of later reading ability in preschool and elementary schoolaged children (19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31). In addition to phonological processing deficits, a range of other linguistic impairments have been observed in infants and prereading children who later exhibit weak reading scores, including speech perception (23,26), syntax production, and comprehension (32)(33)(34)(35), language comprehension (26), receptive vocabulary (22,34), and rapid automatized naming abilities (23,24,34,(36)(37)(38).…”

mentioning

confidence: 99%

Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset

Raschle

Zuk²,

Gaab³

2012

Proc. Natl. Acad. Sci. U.S.A.

204

190

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Individuals with developmental dyslexia (DD) show a disruption in posterior left-hemispheric neural networks during phonological processing. Additionally, compensatory mechanisms in children and adults with DD have been located within frontal brain areas. However, it remains unclear when and how differences in posterior left-hemispheric networks manifest and whether compensatory mechanisms have already started to develop in the prereading brain. Here we investigate functional networks during phonological processing in 36 prereading children with a familial risk for DD (n = 18, average age = 66.50 mo) compared with age and IQ-matched controls (n = 18; average age = 65.61 mo). Functional neuroimaging results reveal reduced activation in prereading children with a family-history of DD (FHD + ), compared with those without (FHD − ), in bilateral occipitotemporal and left temporoparietal brain regions. This finding corresponds to previously identified hypoactivations in left hemispheric posterior brain regions for school-aged children and adults with a diagnosis of DD. Furthermore, left occipitotemporal and temporoparietal brain activity correlates positively with prereading skills in both groups. Our results suggest that differences in neural correlates of phonological processing in individuals with DD are not a result of reading failure, but are present before literacy acquisition starts. Additionally, no hyperactivation in frontal brain regions was observed, suggesting that compensatory mechanisms for reading failureare not yet present. Future longitudinal studies are needed to determine whether the identified differences may serve as neural premarkers for the early identification of children at risk for DD.is a specific learning disability that affects about 5-17% of all children (1, 2). DD is characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding performance. DD cannot be accounted for by poor vision, hearing, or a lack of motivation. Molecular-genetic, twin, and family studies have shown a marked familial risk for DD, with an increasing prevalence in families with one or more members with a diagnosis of DD or reading difficulties (e.g., refs. 3 and 4). In addition, several DD susceptibility genes crucial for early brain development have been reported (5-8). DD can have severe social and psychological consequences (9-11) and may impact a child's life beyond their academic pursuits. Studies have shown that children with learning disabilities are less likely to complete high school (12) and are more likely to enter the juvenile justice system (13).Most researchers, clinicians, and reading specialists agree that DD typically results from a weakness in the ability to manipulate oral speech sounds of language (2,14). Individuals with DD are often unable to access the underlying sound structures of words, creating a difficulty in mapping sounds to written language (15-18). Phonological processing skills have been found to be a key predictor of later reading ability in pr...

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Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool Sample

Cited by 283 publications

References 35 publications

The importance of measuring growth in response to intervention models: Testing a core assumption

The importance of measuring growth in response to intervention models: Testing a core assumption

The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children

Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset

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