Abstract
AbstractThis paper extends, to the end of junior school, associations between preschool reading skills and later reading attainment reported earlier. It also presents, from a second study, associations between letter naming and letter sounding at the end of reception, considered separately, and reading attainment one year later. The earlier findings on the correlations between letter identification and reading attainment at the end of infant school still hold at the end of junior school. The results from the second study give no support to the hypothesis that it is letter sounding rather than letter naming which predicts later reading attainment. Implications of the results for practice in the reception year are discussed briefly.
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