Abstract
The study reported here investigated the relationship between phonological skills and literacy development in German. It focuses on poor phonological skills and difficulties in reading and spelling. Previous findings showed that for English children there is a substantial predictive relationship between phonological awareness and later success in learning to read (see reviews by Goswami & Bryant, 1990; Wagner & Torgesen, 1987). Our findings with German-speaking children were disappointing. Wimmer, Landerl, Linortner, and Hummer (1991) used a vowel substitution task at the beginning of first grade and found only moderate correlations in the range of .30 to .40 with reading and spelling measures at the end of first grade. Wimmer, Landerl, and Schneider (1994) relied on Bradley and Bryant’s (1985) alliteration and rhyme oddity detection task, but again the correlations with reading and spelling at the end of first grade were low (between.20 and.30). However, there was a gain in predictive importance of the rhyme detection task for reading and spelling differences in third and fourth grade.KeywordsPhonological AwarenessDyslexic ChildSpelling ErrorNaming SpeedPhonological SkillThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Published Version
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