Phonological Awareness and Beginning Reading: Evaluation of a School-Based Screening Procedure
Department or Administrative Unit
Center for Teaching and Learning
Experimental phonological synthesis and analysis tasks were administered to children in the spring preceding their kindergarten entry. End-of-kindergarten, end-of-first-grade, and end-of-second-grade measures of beginning reading were collected for the group of 76 children (39 boys, 37 girls). Screening data for the 76 children were correlated with interim measures and standardized reading-performance measures that were administered at the end of second grade. The first experimental task, a phonological-synthesis task (sound blending), was significantly related to most of the interim and outcome measures. The phonological analysis task (rhyme detection) was related to fewer measures of beginning reading.
Majsterek, D. J., & Ellenwood, A. E. (1995). Phonological Awareness and Beginning Reading. Journal of Learning Disabilities, 28(7), 449–456. https://doi.org/10.1177/002221949502800708
Journal of Learning Disabilities
Copyright © 1995, © SAGE Publications
This article was originally published in Journal of Learning Disabilities. The full-text article from the publisher can be found here.
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