Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.

Abstract

Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differences. Decoding did not exert a causal influence on subsequent phonological processing abilities, but letter-name knowledge did. Causal relations be-tween phonological processing abilities and reading-related knowledge are bidirectional: Phonologi-cal processing abilities exert strong causal influences on word decoding; letter-name knowledge ex-erts a more modest causal influence on subsequent phonological processing abilities. In the context of beginning reading, phonological processing refers to making use of the phonological or sound structure of oral language when learning how to decode written language

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