@misc{10481/63145,
year = {2012},
month = {6},
url = {http://hdl.handle.net/10481/63145},
abstract = {Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal
memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors
have the same relative importance in different languages remains uncertain. In this article, we present the results from a
10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages
(English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge,
and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar
relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in
all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are
important for learning to read.},
organization = {Grant PITN-215961 – ELDEL from the
Marie Curie, Seventh Framework Programme},
publisher = {SAGE Publications},
keywords = {Reading},
keywords = {Educational psychology},
keywords = {Literacy},
keywords = {Cross-linguistic},
title = {Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies},
doi = {10.1177/0956797611434536},
author = {Caravolas, Markéta and Onochie-Quintanilla, Eduardo and Defior, Sylvia},
}