The predictive contribution of phonological skills at school entry to reading and spelling performance at the end of Grade 1 was examined with a sample of about 560 boys. The main concern was the coincidence between poor phonological skills and later problems in reading or spelling. Various analyses consistently indicated a rather feeble association between phonological skills and literacy achievement. Most of the children with poor phonological skills were able to read and to spell within the normal range at the end of Grade 1. As a possible reason for the low predictive value of phonological skills in the present study the early assessment of reading and spelling along with a very slowly progressing phonologically oriented instruction is discussed.
|Translated title of the contribution||The prediction of early reading and spelling difficulties: Phonological deficits as predictors|
|Number of pages||13|
|Journal||Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie|
|Publication status||Published - 1998|
- Phonological deficits
- Prediction study
- Reading and spelling