Annals of Dyslexia

, Volume 53, Issue 1, pp 149–173

Phonological awareness, speech development, and letter knowledge in preschool children

  • Virginia A. Mann
  • Judith G. Foy
Part III Speech Development, Perception, and Production; Components of Reading; Defining Mathematics Learning Disability

DOI: 10.1007/s11881-003-0008-2

Cite this article as:
Mann, V.A. & Foy, J.G. Ann. of Dyslexia (2003) 53: 149. doi:10.1007/s11881-003-0008-2

Abstract

Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography, and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development, phoneme awareness more clearly associates with the products of literacy experience.

Copyright information

© The International Dyslexia Association 2003

Authors and Affiliations

  • Virginia A. Mann
    • 1
  • Judith G. Foy
    • 2
  1. 1.Department of Cognitive Sciences, School of Social SciencesUniversity of California, IrvineIrvine
  2. 2.Loyola Marymount UniversityLos Angeles

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