Performance in Sound-Symbol Learning Predicts Reading Performance 3 Years Later.
Josefine Horbach1, Kathrin Weber2, Felicitas Opolony2
1Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical School, RWTH Aachen University, Aachen, Germany.
Frontiers in Psychology
|September 28, 2018
Summary
A preschool sound-symbol paradigm (SSP) significantly predicts later reading skills. This method, which teaches sound-symbol associations, was a strong predictor of reading fluency and comprehension three years later.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Education
Background:
- Reading acquisition requires children to map speech sounds to visual symbols.
- Previous studies suggest a link between processing artificial scripts and reading ability.
- A longitudinal study investigated the predictive power of a preschool sound-symbol paradigm (SSP).
Purpose of the Study:
- To assess the predictive value of a preschool sound-symbol paradigm (SSP) on reading performance three years later.
- To determine if SSP is a significant predictor of word reading, pseudoword reading, and reading comprehension.
- To compare the predictive power of SSP against age, IQ, and letter knowledge (LK).
Main Methods:
- A Morse-like sound-symbol paradigm (SSP) was administered to preschool children.
- Intelligence Quotient (IQ) and letter knowledge (LK) were also assessed.
- Reading outcomes (word reading, pseudoword reading, reading comprehension) were measured three years post-intervention.
Main Results:
- The sound-symbol paradigm (SSP) substantially predicted reading fluency and comprehension.
- SSP was the sole predictor for reading fluency, with other variables not being significant.
- Reading comprehension was best predicted by SSP and age, explaining a high variance (63-82%).
Conclusions:
- The sound-symbol paradigm (SSP) is a substantial predictor of later reading performance, especially in languages with clear spelling-sound correspondences.
- SSP's effectiveness may stem from its simulation of core reading acquisition processes, independent of prior educational support.
- Future research should explore SSP in languages with less transparent orthography and its potential as a standard early reading assessment tool.
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