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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Morphological effects on pronunciation Strycharczuk, Patrycja; Rastle, K.; Mousikou, P.. - : International Phonetic Association, 2015 BASE Show details 2 Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies Caravolas, M; Lervag, A; Mousikou, P... In: PSYCHOLOGICAL SCIENCE , 23 (6) 678 - 686. (2012) (2012) BASE Show details 3 Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies Caravolas, M; Lervag, A; Mousikou, P... In: PSYCHOLOGICAL SCIENCE , 23 (6) 678 - 686. (2012) (2012) BASE Show details 4 Common patterns of prediction of literacy development in different alphabetic orthographies. Caravolas, M; Lervåg, A; Mousikou, P; Efrim, C; Litavsky, M; Onochie-Quintanilla, E; Salas, N; Schöffelová, M; Defior, S; Mikulajová, M; Seidlová-Málková, G; Hulme, C In: Psychol Sci , 23 (6) pp. 678-686. (2012) (2012) Abstract: Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read. Keyword: Child; Female; Humans; Language; Language Development; Learning; Longitudinal Studies; Male; Memory; Phonetics; Preschool; Reading URL: http://discovery.ucl.ac.uk/1388527/ BASE Hide details

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