Phonological awareness and early reading achievement

摘要: Converging research has begun to inform us how children acquire and use written language in reading writing. Specifically, suggests that, regardless of the forms measurement, phonological awareness is related achievement. While many tasks have been used operationalize concept awareness, few studies included a sufficiently wide range items or multiple tests within one study. The present study examined battery measures determine predictive ability early achievement grade students (N = 110). results indicated statistically significant positive correlations between set used. Two were found be more powerful predicting overall performance profiles skilled poor readers differences assessment battery. Limitations study, as well implications for future practical applications are discussed.