The development of phonological awareness in preschool children

J M Carroll; M J Snowling; C Hulme; J Stevenson

doi:10.1037/0012-1649.39.5.913

The development of phonological awareness in preschool children

J M Carroll, M J Snowling, C Hulme, J Stevenson

Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

A short-term longitudinal study was carried out on a group of 67 preschool children. At three points in time over a 12-month period, the children were given tests measuring their syllable, rime, and phoneme awareness, speech and language skills, and letter knowledge. In general, children's rime skills developed earlier than their phoneme skills. Structural equation models showed that articulatory skills and syllable and rime awareness predicted later phoneme awareness.

Original language	English
Pages (from-to)	913-923
Number of pages	11
Journal	Developmental Psychology
Volume	39
Issue number	5
DOIs	https://doi.org/10.1037/0012-1649.39.5.913
Publication status	Published - Sep 2003

Keywords

GLOBAL SIMILARITY
READING FAILURE
LANGUAGE
ACQUISITION
REPRESENTATIONS
HYPOTHESIS
DYSLEXIA
SKILLS
SOUNDS
SEGMENTATION

Access to Document

10.1037/0012-1649.39.5.913

http://dx.doi.org/10.1037/0012-1649.39.5.913

Cite this

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KW - GLOBAL SIMILARITY

KW - READING FAILURE

KW - LANGUAGE

KW - ACQUISITION

KW - REPRESENTATIONS

KW - HYPOTHESIS

KW - DYSLEXIA

KW - SKILLS

KW - SOUNDS

KW - SEGMENTATION

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