The University of Southampton
University of Southampton Institutional Repository

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

Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study
Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study
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.
0012-1649
665-681
Muter, Valerie
f56c1e72-5264-4c02-ab03-4d3bc27b078b
Hulme, Charles
d0864ec6-11ab-41c6-8dd6-fb55e74f60f4
Snowling, Margaret J.
cb6158f5-8010-4c92-a51f-56a0285d9a7d
Stevenson, Jim
0c85d29b-d294-43cb-ab8d-75e4737478e1
Muter, Valerie
f56c1e72-5264-4c02-ab03-4d3bc27b078b
Hulme, Charles
d0864ec6-11ab-41c6-8dd6-fb55e74f60f4
Snowling, Margaret J.
cb6158f5-8010-4c92-a51f-56a0285d9a7d
Stevenson, Jim
0c85d29b-d294-43cb-ab8d-75e4737478e1

Muter, Valerie, Hulme, Charles, Snowling, Margaret J. and Stevenson, Jim (2004) Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40 (5), 665-681. (doi:10.1037/0012-1649.40.5.665).

Record type: Article

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.

This record has no associated files available for download.

More information

Published date: September 2004

Identifiers

Local EPrints ID: 18385
URI: http://eprints.soton.ac.uk/id/eprint/18385
ISSN: 0012-1649
PURE UUID: b4e8eaa7-1d1e-41d5-8502-e41c67848c7d

Catalogue record

Date deposited: 06 Jan 2006
Last modified: 15 Mar 2024 06:04

Export record

Altmetrics

Contributors

Author: Valerie Muter
Author: Charles Hulme
Author: Margaret J. Snowling
Author: Jim Stevenson

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×