Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Child Language Teaching and Therapy
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hester, E.
Right arrow Articles by Hodson, B. W.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The role of phonological representation in decoding skills of young readers

Elizabeth Hester

Barbara Williams Hodson

Wichita State University, Kansas, USA

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.

Child Language Teaching and Therapy, Vol. 20, No. 2, 115-133 (2004)
DOI: 10.1191/0265659004ct266oa
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Child Language Teaching and TherapyHome page
K. Strattman and B. W. Hodson
Variables that influence decoding and spelling in beginning readers
Child Language Teaching and Therapy, June 1, 2005; 21(2): 165 - 190.
[Abstract] [PDF]