Phonological Awareness and Beginning Reading: Evaluation of a School-Based Screening Procedure

Experimental phonological synthesis and analysis tasks were administered to children in the spring preceding their kindergarten entry. End-of-kindergarten, end-of-first-grade, and end-of-second-grade measures of beginning reading were collected for the group of 76 children (39 boys, 37 girls). Scree...

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Bibliographic Details
Published in:Journal of learning disabilities 1995-08, Vol.28 (7), p.449-456
Main Authors: Majsterek, David J., Ellenwood, Audrey E.
Format: Article
Language:English
Subjects:
Awareness
Beginning Reading
Biological and medical sciences
Child
Communication disorders
Decoding (Reading)
Disability Identification
Female
Humans
Longitudinal studies
Male
Medical sciences
Phonetics
Phonological processing
Phonology
Predictor Variables
Primary Education
Psychology. Psychoanalysis. Psychiatry
Psychometrics. Diagnostic aid systems
Psychopathology. Psychiatry
Reading
Reading Achievement
Reading Difficulties
Reading Readiness
Rhyme
Screening
Screening Tests
Techniques and methods
Young children
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Summary:Experimental phonological synthesis and analysis tasks were administered to children in the spring preceding their kindergarten entry. End-of-kindergarten, end-of-first-grade, and end-of-second-grade measures of beginning reading were collected for the group of 76 children (39 boys, 37 girls). Screening data for the 76 children were correlated with interim measures and standardized reading-performance measures that were administered at the end of second grade. The first experimental task, a phonological-synthesis task (sound blending), was significantly related to most of the interim and outcome measures. The phonological analysis task (rhyme detection) was related to fewer measures of beginning reading.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949502800708