The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension

Abstract

The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex, severity of disability, race/ethnicity, household income, and mother's education were used as covariates. The model supported the notion of 2 unique paths to reading comprehension, one through decoding and a second through vocabulary.

The home literacy environment of school‐aged children with autism spectrum disorders

“…Literacy skills are essential to access the educational curriculum and are associated with educational attainment (Pretorius, 2000). For typically developing (TD) children, there is an intimate relationship between literacy and language competence (Adlof, Catts, & Lee, 2010;Carlson, Jenkins, Li, & Brownell, 2013;Cutting & Scarborough, 2006), but variation in reading skill can further be accounted for by the quality of the home literacy environment (HLE; cf. Bus, van IJzendoorn, & Pellegrini, 1995).…”

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

“…One can determine if pre-service teachers are proficient in phonemic awareness by determining whether he/she can rhyme words, blend phonemes or syllables to sound out a word, manipulate or delete phonemes at various positions in words, and decipher the new word (Carlson et al, 2013).…”

“…The operational definition used in the current study refers to reading accuracy as the translation of printed words into a representation similar to oral language (Algozzine et al, 2008;Capraro, 2006;Carlson et al, 2013;HØIen-Tengesdal & TØNnessen, 2010;Hudson et al, 2011;Miller & Keenan, 2009;Padeliadu & Antoniou, 2013;Pikulski & Chard, 2005;Rautenberg, 2013;Suggate et al, 2014;Weiser, 2013).…”

“…According to Carlson et al (2013), phonemic awareness refers to the understanding of various ways oral language can be broken down into smaller components and manipulated with an understanding of how language is constructed and used. Kruse et al (2015), assure that phonemic awareness is exhibited when Kindergarten pre-service teachers demonstrate appreciation of rhymes and alliteration.…”

“…The development of phonemic awareness is both a cause and a consequence of learning to read. The development of basic levels of phonemic awareness supports reading and as reading ability increases, learners develop more sophisticated levels of phonemic awareness (AlShaiji & AlSaleem, 2014;Atkins, 2014;Carlson et al, 2013;Deacon, 2012;Gunning, 2009;Papaja, 2013;Tafa, 2008).…”