Phonological processing and emergent literacy in younger and older preschool children |
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| Authors: | Jason L Anthony Jeffrey M Williams Renee McDonald David J Francis |
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| Institution: | (1) Division of Developmental Pediatrics, University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2377, Houston, TX 77030, USA;(2) Department of Psychology, University of Houston, Houston, TX, USA;(3) Department of Psychology, Southern Methodist University, University Park, TX, USA |
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| Abstract: | Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring
literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA)
in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general
cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated
that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent.
RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found
uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly
associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development
of English-speaking preschool children. |
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| Keywords: | Phonological awareness Phonological memory Rapid naming Emergent literacy Phonological processing Children Reading Phonological sensitivity Short-term memory Preschool |
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