Language, Speech, and Hearing Services in Schools Vol.25 9-14 January 1994.
© American Speech-Language-Hearing Association
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Phonological Awareness and Written Word Decoding

Linda K. Swank 1
Hugh W. Catts 2
1 University of Virginia, Charlottesville
2 University of Kansas, Lawrence

Research has shown that explicit awareness of the speech sound structure of language—that is, phonological awareness—is related to early reading development. The purpose of this study was to assess the effectiveness of four measures of phonological awareness in predicting first grade decoding ability. Measures of phonological awareness at the beginning of first grade were found to be correlated with measures of decoding ability at the end of first grade. Correlations between decoding and phonological awareness were generally much higher than those obtained for measures of decoding and verbal and nonverbal intelligence. Discriminant analyses procedures indicated that several tasks identified good and poor decoders, with approximately 80% to 90% accuracy. The clinical implications of these data for the speech-language pathologist are discussed.

KEY WORDS: phonological awareness, reading, decoding, language, screening

Submitted on August 24, 1992
Accepted on April 12, 1993


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