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The relationship between phonological skills and word decoding.

Ingjerd Høien-Tengesdal1, Finn-Egil Tønnessen

  • 1Logometrica AS, Bryne, Norway. ingjerd@logometrica.com

Scandinavian Journal of Psychology
|November 17, 2010
PubMed
Summary

Phonemic awareness is key for average readers, but rapid automatic naming (RAN) and verbal short-term memory (V-STM) are crucial for struggling readers. Many children with phonological issues still decode adequately, though deficits in phonemic awareness and V-STM severely impact decoding.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Word decoding is fundamental for reading proficiency.
  • Phonological skills, including phonemic awareness, verbal short-term memory (V-STM), and rapid automatic naming (RAN), are strongly linked to reading development.
  • Understanding the differential impact of these skills on decoding across different reading abilities is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the influence of phonemic awareness, V-STM, and RAN on word decoding ability in Scandinavian third- and fifth-graders.
  • To examine the relationship between poor phonological skills and word decoding performance.
  • To identify which phonological skills are most predictive of word decoding ability in average and poor decoders at different grade levels.

Main Methods:

  • A study involving 1007 Scandinavian third- and fifth-graders.
  • Multiple regression analysis was used to assess the predictive power of phonemic awareness, V-STM, and RAN on word decoding ability.
  • Children were categorized based on their decoding skills (average vs. poor) and phonological abilities.

Main Results:

  • Phonemic awareness was the strongest predictor of word decoding ability among average decoders.
  • For children with poor decoding skills, RAN was the most important factor in Grade 3, while V-STM was the main contributor in Grade 5.
  • Approximately 50% of children with phonological difficulties performed within the average range for word decoding.
  • Children with both poor phonemic awareness and restricted V-STM experienced severe word decoding difficulties.

Conclusions:

  • The relative importance of phonological skills for word decoding varies by reading ability and grade level.
  • Phonemic awareness is critical for typical readers, whereas RAN and V-STM play more significant roles for struggling readers at different developmental stages.
  • While some children with phonological challenges can compensate, deficits in phonemic awareness and V-STM present significant barriers to effective word decoding.