Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8

Research to date has proposed four main variables involved in reading development: phonological awareness, naming speed, orthographic knowledge, and morphological awareness. Although each of these variables has been examined in the context of one or two of the other variables, this study examines al...

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Bibliographic Details
Published in:Journal of experimental child psychology 2009, Vol.102 (1), p.96-113
Main Authors: Roman, A.A., Kirby, J.R., Parrila, R.K., Wade-Woolley, L., Deacon, S.H.
Format: Article
Language:English
Subjects:
Adolescent
Age Factors
Awareness
Biological and medical sciences
Child
Child development
Cognition & reasoning
Comprehension
Context Effect
Developmental psychology
Elementary school students
Female
Fundamental and applied biological sciences. Psychology
Grade 4
Grade 6
Grade 8
Humans
Knowledge Level
Linguistics
Male
Morphological awareness
Morphology (Languages)
Naming speed
Orthographic knowledge
Orthographic Symbols
Phonetics
Phonological Awareness
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading accuracy
Reading Achievement
Reading development
Reading Rate
Speech Perception
Writing
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Summary:Research to date has proposed four main variables involved in reading development: phonological awareness, naming speed, orthographic knowledge, and morphological awareness. Although each of these variables has been examined in the context of one or two of the other variables, this study examines all four factors together to assess their unique contribution to reading. A sample of children in Grades 4, 6, and 8 (ages 10, 12, and 14 years) completed a battery of tests that included at least one measure of each of the four variables and two measures of reading accuracy. Phonological awareness, orthographic knowledge, and morphological awareness each contributed uniquely to real word and pseudoword reading beyond the other variables, whereas naming speed did not survive these stringent controls. The results support the sustained importance of these three skills in reading by older readers.
ISSN:0022-0965
1096-0457
DOI:10.1016/j.jecp.2008.01.004