Hostname: page-component-6898cfcb55-zkb6p Total loading time: 0 Render date: 2026-11-11T22:07:41.471Z Has data issue: false hasContentIssue false
  • English
  • Français

Phonological recoding skills and learning to read: A longitudinal study1

Published online by Cambridge University Press:  28 November 2008

A. F. Jorm,
D. L. Share,
R. Maclean and
R. G. Matthews
A. F. Jorm*
Affiliation:
Deakin University, Australia
D. L. Share
Affiliation:
Deakin University, Australia
R. Maclean
Affiliation:
Deakin University, Australia
R. G. Matthews
Affiliation:
Deakin University, Australia
*
A. F. Jorm, N.H. & M.R.C. Social Psychiatry Research Unit, The Australian National University, P.O. Box 4, Canberra, A.C.T. 2600, Australia
Get accessRights & Permissions [Opens in a new window]

Abstract

The study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 5 , Issue 3 , September 1984, pp. 201 - 207
Copyright
Copyright © Cambridge University Press 1984

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

1

Article processed by the former editor, Sheldon Rosenberg.

References

REFERENCES

Andrews, R. J., & Elkins, J.The use of the Neale Analysis of Reading Ability with lower grade primary school children. Slow Learning Child, 1971, 18, 3–7.CrossRefGoogle Scholar
Baron, J.Orthographic and word-specific mechanisms in children’s reading of words. Child Development, 1979, 50, 60–71.CrossRefGoogle Scholar
Coltheart, M. Lexical access in simple reading tasks. In Underwood, G. (Ed.), Strategies of information processing. London: Academic Press, 1978.Google Scholar
Dunn, L. M.Peabody picture vocabulary test. Circle Pines, Minn.: American Guidance Service, 1965.Google Scholar
Firth, I. Components of reading disability. Unpublished doctoral dissertation, University of New South Wales, 1972.Google Scholar
Glushko, R. J.The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 1979, 5, 674–691.Google Scholar
Glushko, R. J. Principles for pronouncing print: The psychology of phonography. In Lesgold, A. M. & Perfetti, C. A. (Eds.), Interactive processes in reading. Hillsdale, N.J.: Lawrence Erlbaum, 1981.Google Scholar
Johns, J. L.The revised Dolch list: Data and rationale. Reading World, 1978, 18, 22–26.CrossRefGoogle Scholar
Johnson, D. D., & Pearson, P. D.Teaching reading vocabulary. New York: Holt, Rinehart & Winston, 1978.Google Scholar
Jorm, A. F.Children with reading and spelling retardation: Functioning of the whole-word and correspondence-rule mechanisms. Journal of Child Psychology and Psychiatry, 1981, 22, 171–178.CrossRefGoogle ScholarPubMed
Jorm, A. F., & Share, D. L.Phonological recoding and reading acquisition. Applied Psycholinguistics, 1983, 4, 103–147.CrossRefGoogle Scholar
Marcel, T. Surface dyslexia and beginning reading: A revised hypothesis of the pronunciation of print and its impairments. In Coltheart, M., Patterson, K., & Marshall, J. C. (Eds.), Deep dyslexia. London: Routledge & Kegan Paul, 1980.Google Scholar
Mitchell, D. C.The process of reading: A cognitive analysis affluent reading and learning to read. Chichester: Wiley, 1982.Google Scholar
Neale, M. D.Neale analysis of reading ability. London: Macmillan, 1966.Google Scholar
Nesselroade, J. R., Stigler, S. M., & Baltes, P. B.Regression toward the mean and the study of change. Psychological Bulletin, 1980, 88, 622–637.CrossRefGoogle Scholar
Share, D. L., Jorm, A. F., Maclean, R., Matthews, R., & Waterman, B.Early reading achievement, oral language ability, and a child’s home background. Australian Psychologist, 1983, 18, 75–87.CrossRefGoogle Scholar
Snowling, M. J.The development of grapheme-phoneme correspondence in normal and dyslexic readers. Journal of Experimental Child Psychology, 1980, 29, 294–305.CrossRefGoogle ScholarPubMed