Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Phoneme awareness and future reading ability

V A Mann1

  • 1Department of Cognitive Sciences, University of California, Irvine 92717.

Journal of Learning Disabilities
|April 1, 1993
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Longitudinal prediction and prevention of early reading difficulty.

Annals of dyslexia·2013
Same author

Contrast effects do not underlie effects of preceding liquids on stop-consonant identification by humans.

Journal of experimental psychology. Human perception and performance·2000
Same author

Using children's humor to clarify the relationship between linguistic awareness and early reading ability.

Cognition·1992
Same author

Right hemisphere specialization for mental rotation in normals and brain damaged subjects.

Cortex; a journal devoted to the study of the nervous system and behavior·1990
Same author

Sex differences in cognitive abilities: a cross-cultural perspective.

Neuropsychologia·1990
Same author

The Learning Mystique: a fair appraisal, a fruitful new direction?

Journal of learning disabilities·1989
Same journal

Associations Between Self-Reported Literacy and Anxiety and Depressive Symptoms in Children, Adolescents, and Older Adults.

Journal of learning disabilities·2026
Same journal

Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools.

Journal of learning disabilities·2026
Same journal

Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners.

Journal of learning disabilities·2026
Same journal

AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems.

Journal of learning disabilities·2026
Same journal

Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level Curriculum-Based Measurement.

Journal of learning disabilities·2026
Same journal

Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems.

Journal of learning disabilities·2026
See all related articles

Phoneme awareness skills, including segmentation and invented spelling, strongly predict first-grade reading ability. Visual-motor skills showed a weaker connection to future reading success in kindergarten children.

Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Cognitive Science

Background:

  • Phonological awareness is crucial for early reading development.
  • Understanding predictors of reading ability is essential for effective early intervention.

Purpose of the Study:

  • To examine the predictive power of phoneme awareness and visual-motor skills on later reading ability.
  • To compare the relative contributions of these skills in kindergarten children.

Main Methods:

  • Administered phoneme segmentation and invented spelling tests to 100 kindergarteners.
  • Assessed visual-motor abilities in the same cohort.
  • One year later, administered standardized reading and IQ tests.

Main Results:

Related Experiment Videos

  • Phoneme awareness scores explained 30-40% of the variance in first-grade reading ability.
  • Visual-motor ability scores had a less substantial and systematic relationship with future reading skills.

Conclusions:

  • Phoneme awareness is a significant predictor of reading acquisition.
  • Early identification of phoneme awareness deficits can inform reading interventions.