Report  |   January 1994
Phonological Awareness and Written Word Decoding
Development / Speech, Voice & Prosody
Report   |   January 1994
Phonological Awareness and Written Word Decoding
Language, Speech, and Hearing Services in Schools January 1994, Vol.25, 9-14. doi:10.1044/0161-1461.2501.09
History: Accepted 12 Apr 1993 , Received 24 Aug 1992
Language, Speech, and Hearing Services in Schools January 1994, Vol.25, 9-14. doi:10.1044/0161-1461.2501.09
History: Accepted 12 Apr 1993 , Received 24 Aug 1992

Research has shown that explicit awareness of the speech sound structure of language—that is, phonological awareness—is related to early reading development. The purpose of this study was to assess the effectiveness of four measures of phonological awareness in predicting first grade decoding ability. Measures of phonological awareness at the beginning of first grade were found to be correlated with measures of decoding ability at the end of first grade. Correlations between decoding and phonological awareness were generally much higher than those obtained for measures of decoding and verbal and nonverbal intelligence. Discriminant analyses procedures indicated that several tasks identified good and poor decoders, with approximately 80% to 90% accuracy. The clinical implications of these data for the speech-language pathologist are discussed.

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