APS
31st APS Annual Convention · 2019
Phonological Awareness, Working Memory, and Letter Knowledge As Predictors of Reading Acquisition
Session: Poster Session XI
Authors
- Natalie EhretPresenting Author
University of Notre Dame - Dawn Gondoli
University of Notre Dame - Pedro Sztybel
University of Nevada, Reno. - Monica Perez
University of Notre Dame - Bradely Gibson
University of Notre Dame
Abstract
In a three-year longitudinal study, phonological awareness measured in preschool-aged, pre-reading children indirectly effected phonological decoding and sight word reading in first graders through letter name and sound knowledge. Secondary verbal working memory measured in pre-readers showed no direct or indirect effects on later reading.
Learning and Memory
