Abstract
The aim of this study was to assess developmental changes in test scores representing phonological awareness, rapid alternating naming, and verbal memory span, and to study the effects of age, duration of instruction in reading and spelling, and sex on these variables. The participants were 316 children with ages ranging from 4 to 12 years, drawn from the Finnish standardization sample for the NEPSY. A Developmental Neuropsychological Assessment. All subtest scores showed significant developmental increments that were more significant in younger (4-8 years) than in older (9-12 years) children. The start of formal instruction, at age 7, was followed by a significant increase in the capacity for phonologicl analysis on a phoneme level. A comparable effect of instruction on syllabic analysis, rapid naming, and memory span was not observed.
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