Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study.

Hatcher, Peter J.; Hulme, Charles

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Peer reviewed

ERIC Number: EJ580333

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0965

EISSN: N/A

Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study.

Hatcher, Peter J.; Hulme, Charles

Journal of Experimental Child Psychology, v72 n2 p130-53 Feb 1999

An intervention study of 7-year-old, poor readers examined the extent to which factors of phoneme manipulation, rhyme, verbal ability, nonverbal ability, and phonological memory were predictive of responsiveness to teaching interventions. Only phoneme manipulation was a predictor for reading accuracy. However, for reading comprehension, verbal ability made an additional unique contribution to predicting responsiveness to teaching. (Author/SD)

Descriptors: Academic Ability, Intelligence, Intervention, Nonverbal Ability, Phonemes, Phonology, Predictor Variables, Primary Education, Reading Difficulties, Reading Instruction, Remedial Instruction, Remedial Reading, Rhyme, Teachers, Verbal Ability, Young Children

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A