| |
Abstract:
Abstract: Phonological processing skills of kindergarten
children have been linked to later reading performance suggesting
that these skills drive reading acquisition. This study examined
the relationship between phonological processing skills and reading
performance in older elementary school children who are poor
readers. These children (n=27; 85% male; mean age = 10.47; grades
3-5; mean WISC-III Full Scale IQ = 104.63) were administered a
battery of reading, language, and phonological processing measures
(i.e., phonological awareness, working memory, and rapid naming).
Poorest performance was demonstrated on tasks of rapid automatic
naming. A stepwise regression showed that receptive and expressive
language measures accounted for 32% of decoding variance. In this
model neither phonological processing measures or WISC-III IQ
measures substantially contributed to decoding performance. Results
suggest that the relationship between phonological processing and
decoding skills is developmentally complex and supports the need
for additional studies across the lifespan and therefore
neurolinguistic models of reading need to reflect the dynamic
nature of these relationships.
|
