Phonological processing and early reading ability

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dc.contributor.authorHannah, Donald Patricken_US
dc.date.accessioned2024-08-14T16:42:02Z
dc.date.available2024-08-14T16:42:02Z
dc.date.copyright1993en_US
dc.date.issued1993
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe 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.en
dc.format.extent110 pages
dc.identifier.urihttps://hdl.handle.net/1828/18031
dc.rightsAvailable to the World Wide Weben_US
dc.titlePhonological processing and early reading abilityen_US
dc.typeThesisen_US

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