Abstract
A number of factors contribute to proficient word recognition, including phonological awareness and the ability to make orthographic analogies. The present study considered the relative contribution analogy abilities make toward early reading ability. Two analogy tasks and measures of phonological awareness, orthographic knowledge, visual memory, general language ability, and non-verbal intelligence were administered to 20 second grade good readers and 20 third and fourth grade poor readers. The analogy tasks did make a significant contribution to early reading ability; however, the analogy tasks were not very different from the measures of reading they predicted. In other words, it seems difficult to isolate the use of analogies from basic phonological decoding abilities.
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