The development of children's cognition, oral language, and reading: a five-year longitudinal study

Alan J. Watson, Kenneth E. SINCLAIR, George Cooney, Herbert W. Marsh

    Research output: Contribution to journalArticlepeer-review


    Investigated a cognitive developmental explanation of reading in a longitudinal study comparing the development of conceptual reasoning and oral language in 148 Australian children during their first 5 yrs of school. The relationship of these variables to reading was also examined. Ss were tested in these areas at the end of each school year. The development of conceptual reasoning (operativity) was found to be more surgent and discontinuous, whereas oral language was more stable and continuous. Conceptual reasoning exerted both direct and indirect effects on reading that were distinct from the effects of oral language. These effects did not seem to be explained by the influence of language awareness or reading instruction. The nature of developmental change in reading-related capacities and its implications for learning to read are discussed.
    Original languageEnglish
    Pages (from-to)509-533
    Number of pages24
    JournalGenetic, social, and general psychology monographs
    Issue number4
    Publication statusPublished - Nov 1988

    Cite this