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Peer reviewedKirby, John R.; Parrila, Rauno K.; Pfeiffer, Shannon L. – Journal of Educational Psychology, 2003
Investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. PA was most strongly related to reading in the first two years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading…
Descriptors: Elementary Education, Foreign Countries, Kindergarten Children, Phonology
