Repetition of Less Common Sound Patterns: A Unique Relationship to Young Children's Phonological Awareness and Word Reading

摘要: The current study examined predictors of concurrent phonological awareness in 95 Grade 1 children and reading achievement 5 months later. Of primary interest was whether the repetition nonwords with less versus more common sound patterns a better predictor these variables. Only low wordlikeness predicted unique variance after measures memory vocabulary. Similarly, nonword for words accounted later fall reading, memory, vocabulary, awareness. A representations factor directly related to achievement. Results are discussed within framework which representation sequences has robust relationship acquisition, phonemic structure language may be reducible information lexical memory.