The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale interv...
| Main Authors: | , , , , |
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| Format: | Journal article |
| Language: | English |
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2012
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| _version_ | 1826257186561458176 |
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| author | Hulme, C Bowyer-Crane, C Carroll, J Duff, F Snowling, M |
| author_facet | Hulme, C Bowyer-Crane, C Carroll, J Duff, F Snowling, M |
| author_sort | Hulme, C |
| collection | OXFORD |
| description | There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level reading and spelling skills. Improvements in letter-sound knowledge and phoneme awareness at the end of the intervention fully mediated the improvements seen in children's word-level literacy skills 5 months after the intervention finished. Our findings support the conclusion that letter-sound knowledge and phoneme awareness are two causal influences on the development of children's early literacy skills. |
| first_indexed | 2024-03-06T18:14:08Z |
| format | Journal article |
| id | oxford-uuid:04067fe3-fec8-4c8d-8dfb-3ef9a84ff2a0 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T18:14:08Z |
| publishDate | 2012 |
| record_format | dspace |
| spelling | oxford-uuid:04067fe3-fec8-4c8d-8dfb-3ef9a84ff2a02022-03-26T08:49:36ZThe causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:04067fe3-fec8-4c8d-8dfb-3ef9a84ff2a0EnglishSymplectic Elements at Oxford2012Hulme, CBowyer-Crane, CCarroll, JDuff, FSnowling, MThere is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level reading and spelling skills. Improvements in letter-sound knowledge and phoneme awareness at the end of the intervention fully mediated the improvements seen in children's word-level literacy skills 5 months after the intervention finished. Our findings support the conclusion that letter-sound knowledge and phoneme awareness are two causal influences on the development of children's early literacy skills. |
| spellingShingle | Hulme, C Bowyer-Crane, C Carroll, J Duff, F Snowling, M The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. |
| title | The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. |
| title_full | The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. |
| title_fullStr | The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. |
| title_full_unstemmed | The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. |
| title_short | The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. |
| title_sort | causal role of phoneme awareness and letter sound knowledge in learning to read combining intervention studies with mediation analyses |
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