Paired-Associate Learning, Phoneme Awareness, and Learning to Read

Autor/inn/en	Hulme, Charles; Goetz, Kristina; Gooch, Debbie; Adams, John; Snowling, Margaret J.
Titel	Paired-Associate Learning, Phoneme Awareness, and Learning to Read
Quelle	In: Journal of Experimental Child Psychology, 96 (2007) 2, S.150-166 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2006.09.002
Schlagwörter	Phonemes; Word Recognition; Reading Ability; Paired Associate Learning; Reading Difficulties; Path Analysis; Word Study Skills; Phonology; Orthographic Symbols; Individual Differences; Correlation; Meta Analysis + Suchen Sie Ihr Suchwort? Fonem; Worterkennung; Reading competence; Lesekompetenz; Reading difficulty; Leseschwierigkeit; Pfadanalyse; Wortschatzanalyse; Fonologie; Individueller Unterschied; Korrelation; Meta-analysis; Metaanalyse
Abstract	We report two studies examining the relations among three paired-associate learning (PAL) tasks (visual-visual, verbal-verbal, and visual-verbal), phoneme deletion, and single-word and nonword reading ability. Correlations between the PAL tasks and reading were strongest for the visual-verbal task. Path analyses showed that both phoneme deletion and visual-verbal PAL were unique predictors of a composite measure of single-word reading and of irregular word reading. However, for nonword reading, phoneme deletion was the only unique predictor (and visual-verbal PAL was not a significant predictor). These results are consistent with the view that learning visual (orthography) to phonological mappings is an important skill for developing word recognition skills in reading and that individual differences in this ability can be tapped experimentally by a PAL task. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10