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Direct linkWarmington, Meesha; Hulme, Charles – Scientific Studies of Reading, 2012
This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…
Descriptors: Phonemes, Paired Associate Learning, Word Recognition, Reading Skills
MacLeod, Flora; MacMillan, Philip; Norwich, Brahm – School Psychology International, 2007
This article takes up the proposal, originally postulated by George Miller in the US (Miller, 1969) and later taken up by Harry Kay in the UK (Kay, 1972), that psychologists should work through non-psychologists to help alleviate social problems. Specifically it evaluates a reading intervention programme devised by educational psychologists and…
Descriptors: Social Problems, Educational Psychology, Psychologists, School Psychologists
Peer reviewedHuang, H. S.; Hanley, J. Richard – Cognition, 1995
Examined the relationship between phonological awareness and reading skills in eight-year olds from Britain, Hong Kong, and Taiwan. Found that performance of Chinese children on phonological tests was not significantly related to their reading ability, in contrast to performance of English children, whose results continued to show a significant…
Descriptors: Chinese, Cross Cultural Studies, Distinctive Features (Language), Elementary School Students
