Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality From a Latent Variable Longitudinal Study

Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working...

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Bibliographic Details
Published in:Developmental psychology 1994-01, Vol.30 (1), p.73-87
Main Authors: Wagner, Richard K, Torgesen, Joseph K, Rashotte, Carol A
Format: Article
Language:English
Subjects:
Child development
Cognition & reasoning
Development
Elementary School Students
Generative Phonology
Human
Influences
Language Development
Latent Variables
Longitudinal Studies
Phonemes
Phonological Process Analysis
Phonological Processing
Phonology
Primary Education
Reading
Reading Processes
Reading Skills
Social research
Verbal Ability
Young children
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Summary:Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working memory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent phonological processing abilities, but letter-name knowledge did. Causal relations between phonological processing abilities and reading-related knowledge are bidirectional: Phonological processing abilities exert strong causal influences on word decoding; letter-name knowledge exerts a more modest causal influence on subsequent phonological processing abilities.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.30.1.73