Abstract
Phonological awareness reflects the strength of a child's ability to represent linguistic information cognitively at the phonological level. Although the role of phonological awareness in early reading decoding has been well documented, its relationship to other factors affecting reading decoding has yet to be fully examined. In this study, the relative strength of phonological representation was assessed through real word production, nonword repetition and phonological manipulation. The contribution of phonological representation to reading decoding was compared to the contribution of working memory, nonverbal intelligence and receptive vocabulary. Multiple regression analysis indicated that a complex phonological manipulation task, pig Latin, explained far more of the variance in reading decoding than any of the other predictor variables. Working memory, measured through a concurrent processing task, was not a significant predictor.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
