We examine the association between phoneme awareness, phonological memory and RAN and word reading as a function of early reading skill (struggling vs. good) and word characteristics (presence of consonant clusters and word length). Sixty Grade 3 good readers and 60 struggling readers learning to read Sinhala completed the phonological, RAN and word reading tasks. Struggling readers performed poorer than good readers in all tasks and had only mastered reading of short words with no consonant clusters. Both groups had difficulties in reading longer words and words with consonant clusters. RAN, phoneme awareness and phonological memory were robustly associated with word reading. We discuss the need for further studies to fully understand the role of phonological processes and word characteristics in learning to read alphasyllabaries.
- phonological processing
- reading development