Abstract
This study examined the influence of phonological processing abilities on letter knowledge and letter learning in 1st grade children growing in poverty. At the beginning of the school year, 59 first graders were evaluated with tests measuring phonological awareness, phonological memory and rapid naming. Letter knowledge was assessed at the beginning and at the end of the year. All phonological processing abilities predicted letter knowledge at time 1, with phonological awareness producing the largest effect. However, only phonological memory predicted additional letter learning during the school year, once initial letter knowledge was taken into account.
Highlights
This study examined the influence of phonological processing abilities on letter knowledge and letter learning in 1st grade children growing in poverty
The test was excluded from the analyses and rapid naming skills were only assessed with the digit naming task
In coincidence with previous studies, it was found that phonological sensitivity, verbal memory and rapid naming had an effect on this knowledge
Summary
This study examined the influence of phonological processing abilities on letter knowledge and letter learning in 1st grade children growing in poverty. Resumen El presente trabajo busca explorar la incidencia de las habilidades de procesamiento fonológico en el conocimiento y aprendizaje de letras en niños hispanohablantes de primer año de nivel socioeconómico (NSE) bajo. Al comenzar el año se evaluó el conocimiento de letras, la conciencia fonológica, la memoria fonológica y la denominación veloz. Given that letter recognition demands processing mechanisms similar to those involved in reading (Neuhaus, 2002), it is possible that the phonological processing abilities associated with reading – phonological awareness, phonological memory and rapid naming, may predict letter knowledge (Lonigan et al, 2009). Phonological awareness refers to the ability to recognize and manipulate the sound structure of oral language This skill may help children infer letter-sound correspondences, since the ability to identify the initial sound in words might promote the establishment of an association between the Psicologia: Reflexão e Crítica, 24 (3), 570-576
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