Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0022219407311747v1
41/4/353    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Puolakanaho, A.
Right arrow Articles by Lyytinen, H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Puolakanaho, A.
Right arrow Articles by Lyytinen, H.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes

Strong to Accuracy but Only Minor to Fluency

Anne Puolakanaho

University of Jyväskylä, anne.puolakanaho{at}psyka.jyu.fi

Timo Ahonen

University of Jyväskylä

Mikko Aro

University of Jyväskylä

Kenneth Eklund

University of Jyväskylä

Paavo H. T. Leppänen

University of Jyväskylä

Anna-Maija Poikkeus

University of Jyväskylä

Asko Tolvanen

University of Jyväskylä

Minna Torppa

University of Jyväskylä

Heikki Lyytinen

University of Jyväskylä

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyväskylä Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills.

Key Words: longitudinal study with SEM analyses • very early phonological and language predictors of dyslexia • reading accuracy and fluency

This version was published on July 1, 2008

Journal of Learning Disabilities, Vol. 41, No. 4, 353-370 (2008)
DOI: 10.1177/0022219407311747
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?