The relationship between phonological skills and word decoding

• Published in: Scandinavian journal of psychology 2011-02, Vol.52 (1), p.93-103
• Main Authors: HØIEN-TENGESDAL, INGJERD, TØNNESSEN, FINN-EGIL
• Format: Article
• Language: English
• Subjects: Child; Children; Humans; Language; Language Tests; Memory, Short-Term - physiology; Multiple regression analysis; phonemic awareness; Psychology; rapid automatic naming (RAN); Reading; Regression Analysis; Short term memory; Speech Perception - physiology; verbal short term memory (V-STM); Word decoding efficiency
• ISSN: 0036-5564; 1467-9450
• DOI: 10.1111/j.1467-9450.2010.00856.x

Høien‐Tengesdal, I. & Tønnessen, F.‐E. (2011). The relationship between phonological skills and word decoding. Scandinavian Journal of Psychology 52, 93–103. Word decoding ability is a critical factor in reading performance. In the present study, we examined the relationship between word decoding ability and three different phonological skills; phonemic awareness, verbal short‐term memory (V‐STM), and rapid automatic naming (RAN) in 1007 Scandinavian third‐ and fifth‐graders. In the first part of the study, we sought to investigate the influence of the three phonological skills on word decoding ability. Using multiple regression analysis, our result clearly demonstrated that phonemic awareness was the most powerful phonological skill explaining variance in word decoding ability among average decoders. Among children with poor decoding skills, however, RAN was the most important factor in Grade 3, whereas V‐STM was the main contributor to decoding ability among children in Grade 5. In the second part of the research, we examined the relationship between poor phonological skills and word decoding ability. Interestingly, our result revealed that approximately one half of the children with phonological difficulties, still performed within the average range with regard to word decoding ability. However, our analyses confirmed earlier research concerning the severe word decoding difficulties children with both poor phonemic awareness and restricted V‐STM, experience.