Abstract
Individual differences in phonologicalsensitivity are among the most powerfulpredictors of early word decoding ability and adeficit in phonological sensitivity is thoughtto be the primary stumbling block for thosechildren who have difficulty learning to read. However, only recently have researchers begunto search for the potential causes andcorrelates in phonological sensitivitydevelopment. In the present one-yearlongitudinal study, the influences of speechperception, oral language ability, emergentliteracy, and the home literacy environment(HLE) on the growth of phonological sensitivitywere examined in a group of 115 four- andfive-year-old children. When the variables wereentered simultaneously into a multipleregression equation, emergent literacy, orallanguage, and the HLE contributed significantunique variance. However, when theautoregressor was controlled, only phonologicalsensitivity at Time 1 and HLE contributedsignificant unique variance to predictinggrowth in phonological sensitivity. Resultsare discussed in terms of their implicationsfor the education of preschool as well asschool-aged children.
Published Version
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