The DOI matches its Crossref record; 83 of the 87 references it cites were found in a registry or an index.
Development of young readers' phonological processing abilities.
Abstract
In a cross-sectional study of 184 kindergarten and 2nd grade students, confirmatory factor analysis of a battery of phonological and control tasks were used to compare alternative models of young readers' phonological processing abilities. We found evidence for 5 distinct but correlated phonological processing abilities. Latent phonological processing abilities were more highly correlated with general cognitive ability than previous reports would suggest, although they accounted for variance in word recognition independent of general cognitive ability. The results of this study, coupled with those of a previous study of prereaders, suggest that phonological abilities are best conceptualized as relatively stable and coherent individual difference attributes, as opposed to relatively unstable measures of reading-related knowledge
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“This view that the two phonological skills can make separable contributions to reading is supported by previous research (e.g., Wagner et al., 1994).”
From A structural analysis of working memory and related cognitive skills in young children (2004) · cites this paper as Wagner et al., 1994
Citations
Cites
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Comparative fit indexes in structural models.
Bentler, P. M. (1990) · Psychological Bulletin · doi:10.1037/0033-2909.107.2.238 · Cited by 25,266
Stanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222
McClelland, J. L., & Rumelhart, D. E. (1981) · Psychological Review · doi:10.1037/0033-295x.88.5.375 · Cited by 4,889
Beginning to Read: Thinking and Learning about Print
Cairns, C., & Adams, M. J. (1991) · Language · doi:10.2307/415121 · Cited by 4,376
Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989) · Psychological Bulletin · doi:10.1037//0033-2909.105.3.456 · Cited by 4,115
A distributed, developmental model of word recognition and naming.
Seidenberg, M. S., & McClelland, J. L. (1989) · Psychological Review · doi:10.1037/0033-295x.96.4.523 · Cited by 3,909
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303
Self-citationSattler, J. M. (1992) · Medical Entomology and Zoology · Cited by 1,677
Rumelhart, D. E., & McClelland, J. L. (1982) · Psychological Review · doi:10.1037//0033-295x.89.1.60 · Cited by 1,525
Cited by
The double-deficit hypothesis for the developmental dyslexias.
Wolf, M., & Bowers, P. G. (1999) · Journal of Educational Psychology · doi:10.1037//0022-0663.91.3.415 · Cited by 1,799
Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.
Bracken, S. S., & Whitehurst, G. J. “. (2002) · Developmental Psychology · doi:10.1037//0012-1649.38.6.934 · Cited by 1,692
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994) · Developmental Psychology · doi:10.1037//0012-1649.30.1.73 · Cited by 1,393
Self-citationPhonological skills and their role in learning to read: A meta-analytic review.
Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012) · Psychological Bulletin · doi:10.1037/a0026744 · Cited by 1,292
Comprehensive Test of Phonological Processing
Mitchell, J.-J. (2001) · Assessment for Effective Intervention · doi:10.1177/073724770102600305 · Cited by 1,303
Metadata
- Authors
- Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A.
- Affiliations
- Florida State University (US)
- ORCID
- Wagner, Richard K.
- Venue
- Journal of Educational Psychology
- Published
- 1993-03
- Volume
- 85
- Issue
- 1
- Pages
- 83-103
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2030568837
- Cited by
- 516
- References
- 87
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 3 · 2023: 6 · 2022: 15 · 2021: 11 · 2020: 11 · 2019: 14 · 2018: 5 · 2017: 11 · 2016: 16 · 2015: 14 · 2014: 25 · 2013: 20 · 2012: 23
- FWCI
- 19.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- phonological processing, young readers, kindergarten children, second grade students, word recognition, general intelligence, individual differences, pre-readers, reading development, latent ability
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: Development of young readers' phonological processing abilities. https://app.cochat.ai/papers/10.1037/0022-0663.85.1.83
- The paper
- Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.85.1.83
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
