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EJ973596 - The Structure of Phonological Processing and Its Relationship to Basic Reading

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ERIC #:	EJ973596
Title:	The Structure of Phonological Processing and Its Relationship to Basic Reading
Authors:	Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel
Descriptors:	Reading Difficulties; Phonological Awareness; Grade 1; Kindergarten; Early Childhood Education; Memory; Naming; Dyslexia; Intervention; Short Term Memory; Factor Analysis; Correlation; Structural Equation Models; Multiple Regression Analysis; Scores; Error of Measurement; Reading; Reading Achievement
Source:	Exceptionality, v20 n3 p179-196 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	18
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed. (Contains 4 tables and 3 figures.)
Abstractor:	As Provided
Reference Count:	44

Note:	N/A
Identifiers:	Woodcock Reading Mastery Test Revised; Lindamood Auditory Conceptualization Test; Gray Oral Reading Test
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0936-2835
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Grade 1; Kindergarten
Direct Link:	http://dx.doi.org/10.1080/09362835.2012.694612

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