DSG this week features a talk by Natalie Ehret titled “Phonological Awareness, Working Memory, and Letter Knowledge as Predictors of Reading Acquisition” (abstract below).
In a three-year longitudinal study, phonological awareness measured in preschool-aged pre-reading children indirectly effected phonological decoding and sight word reading in first graders through letter name and sound knowledge. Secondary verbal working memory measured in preschool showed no direct or indirect effects on later reading.
DSG meets on Tuesdays 3:30-4:45 in Corbett 378. All are welcome to attend!
Originally published at psychology.nd.edu.