Phonological processing and early reading ability
Date
1993
Authors
Hannah, Donald Patrick
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Abstract
The purpose of this investigation was to determine if representative tasks from each of three areas of phonological processing research: phonological coding in working memory, phonological coding in lexical access, and phonological awareness are representative of three separate cognitive abilities, which each contribute uniquely to primary reading skill. Two measures from each area of phonological processing, and both word decoding and reading comprehension tests were administered to second-grade children (n = 90). Results from correlational, hierarchical regression, and path analyses did not support the separate abilities position. However, findings were commensurate with a working memory model which classifies phonological processing tasks as involving either articulatory or acoustic coding.