The Relationship Between Phonological Awareness and Reading Implications for the Assessment of Phonological Awareness Clinical Forum
Clinical Forum  |   October 01, 2005
The Relationship Between Phonological Awareness and Reading
 
Author Affiliations & Notes
  • Tiffany P. Hogan
    University of Kansas, Lawrence
    Department of Speech, Language, Hearing, University of Kansas, 3001 Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS 66045-7555
  • Hugh W. Catts
    University of Kansas, Lawrence
  • Todd D. Little
    University of Kansas, Lawrence
  • Corresponding author: e-mail: tehogan@ku.edu
Article Information
Development / Speech, Voice & Prosody / Clinical Forum: Phonological Awareness
Clinical Forum   |   October 01, 2005
The Relationship Between Phonological Awareness and Reading
Language, Speech, and Hearing Services in Schools, October 2005, Vol. 36, 285-293. doi:10.1044/0161-1461(2005/029)
History: Received May 6, 2004 , Accepted November 15, 2004
 
Language, Speech, and Hearing Services in Schools, October 2005, Vol. 36, 285-293. doi:10.1044/0161-1461(2005/029)
History: Received May 6, 2004; Accepted November 15, 2004
Web of Science® Times Cited: 72

Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade.

Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments.

Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness.

Clinical Implications: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.

ACKNOWLEDGMENTS
This study was supported by grants from the National Institutes of Health (P05-DC02726; T32-DC000052; P30-DC005803; P30-HD02528). The authors would like to thank J. Bruce Tomblin, Marc Fey, Holly Storkel, Xuyang Zhang, Gail Gillon, Paula Buckwalter, Marlea O’Brien, Connie Ferguson, Jodi Schwartz, Amy Kundel, Jacqueline Daniels, and Angela Muller for their valuable contributions. We are particularly appreciative of the time and effort provided by the parents and children involved in this study.
Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access