Our paper (Hulme, et al., 2002) provides further evidence that phoneme-level skills are better predictors of children's early progress in learning to read than are onset-rime skills. The commentaries on our paper raise a number of issues including which variables (Such as vocabulary knowledge and rime ability) need to be controlled in order to demonstrate a specific relationship between phoneme-level skills and reading ability and whether pre-readers are capable of performing phonemic awareness tasks and the factorial structure of phonological skills. None of the commentaries, however, casts any doubt on our basic conclusion that phoneme-level skills are better predictors of early reading skills than are onset-rime skills. (C) 2001 Elsevier Science (USA).
|Number of pages||7|
|Journal||Journal of Experimental Child Psychology|
|Publication status||Published - May 2002|
- phoneme awareness
- rime awareness
- learning to read
- PHONOLOGICAL AWARENESS