There is general consensus that phonological awareness is an important specific predictor of reading development. A more specific clarification of the reciprocal relation between phonological awareness and reading skills is still missing, as most longitudinal studies did not account for reading skills at the first assessment. We investigated whether phonological awareness predicts reading skills when early reading is assessed. Phonological awareness and reading skills were assessed in a sample of 340 German-speaking children at the beginning and the end of Grade 1. A structural equation model showed no prediction of phonological awareness on later reading achievement after controlling for reading skills at school entry. Thus, the prediction of phonological awareness in later reading abilities seems to be mostly explained by early reading skills.
|Number of pages||8|
|Journal||Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie|
|Publication status||Published - Jul 2015|
- phonological awareness
- reading acquisition
- structural equation model