Literacy and phonological skills: a reciprocal relationship? Symposium

Anna Cunningham, Julia Carroll, Marketa Caravolas, Gabriella Seidlova Malkova, Regine Kolinsky

    Research output: Contribution to conferencePaper

    Abstract

    The existence of a possible reciprocal relationship between literacy and phonological skills (particularly regarding reading and phonological awareness) has important theoretical and practical implications. For example, such a relationship provides support for the orthographic influence hypothesis, and implies an effect of reading remediation on phonological abilities. However, while there is a large body of evidence showing that phonological awareness predicts reading, there is little extant research showing a convincing effect in the opposite direction. Talks 1 (Cunningham) and 2 (Malkova) present evidence that a bi-directional relationship exists between letter-knowledge and phonemic awareness in Kindergarten. Cunningham through structural equation models based on a large sample of British Kindergartners, and Malkova through an intervention study with Czech pre-schoolers. Talks 3 (Carroll) and 4 (Kolinsky) present evidence that a reciprocal relationship extends to the middle school years and adulthood. Carroll presents data from school children with phonological deficits, showing mutual predictive effects between phonological awareness and word reading accuracy. Finally, Kolinsky presents an intervention study showing that Portuguese adults who acquire literacy experience associated improvements in phonological skills. Talk 5, the Discussion (Cunningham) combines evidence from the four talks and compares with existing research to arrive at novel conclusions about the nature of reciprocity between literacy and phonological skills.

    Conference

    ConferenceAnnual meeting of the Society for the Scientific Study of Reading
    CountryPortugal
    CityPorto
    Period13/07/1616/07/16
    Internet address

    Fingerprint

    literacy
    evidence
    present
    reciprocity
    structural model
    kindergarten
    schoolchild
    adulthood
    deficit
    ability
    experience

    Cite this

    Cunningham, A., Carroll, J., Caravolas, M., Seidlova Malkova, G., & Kolinsky, R. (2016). Literacy and phonological skills: a reciprocal relationship? Symposium. Paper presented at Annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

    Literacy and phonological skills: a reciprocal relationship? Symposium. / Cunningham, Anna; Carroll, Julia; Caravolas, Marketa; Seidlova Malkova, Gabriella; Kolinsky, Regine.

    2016. Paper presented at Annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

    Research output: Contribution to conferencePaper

    Cunningham, A, Carroll, J, Caravolas, M, Seidlova Malkova, G & Kolinsky, R 2016, 'Literacy and phonological skills: a reciprocal relationship? Symposium' Paper presented at Annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal, 13/07/16 - 16/07/16, .
    Cunningham A, Carroll J, Caravolas M, Seidlova Malkova G, Kolinsky R. Literacy and phonological skills: a reciprocal relationship? Symposium. 2016. Paper presented at Annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.
    Cunningham, Anna ; Carroll, Julia ; Caravolas, Marketa ; Seidlova Malkova, Gabriella ; Kolinsky, Regine. / Literacy and phonological skills: a reciprocal relationship? Symposium. Paper presented at Annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.
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    title = "Literacy and phonological skills: a reciprocal relationship?: Symposium",
    abstract = "The existence of a possible reciprocal relationship between literacy and phonological skills (particularly regarding reading and phonological awareness) has important theoretical and practical implications. For example, such a relationship provides support for the orthographic influence hypothesis, and implies an effect of reading remediation on phonological abilities. However, while there is a large body of evidence showing that phonological awareness predicts reading, there is little extant research showing a convincing effect in the opposite direction. Talks 1 (Cunningham) and 2 (Malkova) present evidence that a bi-directional relationship exists between letter-knowledge and phonemic awareness in Kindergarten. Cunningham through structural equation models based on a large sample of British Kindergartners, and Malkova through an intervention study with Czech pre-schoolers. Talks 3 (Carroll) and 4 (Kolinsky) present evidence that a reciprocal relationship extends to the middle school years and adulthood. Carroll presents data from school children with phonological deficits, showing mutual predictive effects between phonological awareness and word reading accuracy. Finally, Kolinsky presents an intervention study showing that Portuguese adults who acquire literacy experience associated improvements in phonological skills. Talk 5, the Discussion (Cunningham) combines evidence from the four talks and compares with existing research to arrive at novel conclusions about the nature of reciprocity between literacy and phonological skills.",
    author = "Anna Cunningham and Julia Carroll and Marketa Caravolas and {Seidlova Malkova}, Gabriella and Regine Kolinsky",
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    AU - Cunningham, Anna

    AU - Carroll, Julia

    AU - Caravolas, Marketa

    AU - Seidlova Malkova, Gabriella

    AU - Kolinsky, Regine

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    N2 - The existence of a possible reciprocal relationship between literacy and phonological skills (particularly regarding reading and phonological awareness) has important theoretical and practical implications. For example, such a relationship provides support for the orthographic influence hypothesis, and implies an effect of reading remediation on phonological abilities. However, while there is a large body of evidence showing that phonological awareness predicts reading, there is little extant research showing a convincing effect in the opposite direction. Talks 1 (Cunningham) and 2 (Malkova) present evidence that a bi-directional relationship exists between letter-knowledge and phonemic awareness in Kindergarten. Cunningham through structural equation models based on a large sample of British Kindergartners, and Malkova through an intervention study with Czech pre-schoolers. Talks 3 (Carroll) and 4 (Kolinsky) present evidence that a reciprocal relationship extends to the middle school years and adulthood. Carroll presents data from school children with phonological deficits, showing mutual predictive effects between phonological awareness and word reading accuracy. Finally, Kolinsky presents an intervention study showing that Portuguese adults who acquire literacy experience associated improvements in phonological skills. Talk 5, the Discussion (Cunningham) combines evidence from the four talks and compares with existing research to arrive at novel conclusions about the nature of reciprocity between literacy and phonological skills.

    AB - The existence of a possible reciprocal relationship between literacy and phonological skills (particularly regarding reading and phonological awareness) has important theoretical and practical implications. For example, such a relationship provides support for the orthographic influence hypothesis, and implies an effect of reading remediation on phonological abilities. However, while there is a large body of evidence showing that phonological awareness predicts reading, there is little extant research showing a convincing effect in the opposite direction. Talks 1 (Cunningham) and 2 (Malkova) present evidence that a bi-directional relationship exists between letter-knowledge and phonemic awareness in Kindergarten. Cunningham through structural equation models based on a large sample of British Kindergartners, and Malkova through an intervention study with Czech pre-schoolers. Talks 3 (Carroll) and 4 (Kolinsky) present evidence that a reciprocal relationship extends to the middle school years and adulthood. Carroll presents data from school children with phonological deficits, showing mutual predictive effects between phonological awareness and word reading accuracy. Finally, Kolinsky presents an intervention study showing that Portuguese adults who acquire literacy experience associated improvements in phonological skills. Talk 5, the Discussion (Cunningham) combines evidence from the four talks and compares with existing research to arrive at novel conclusions about the nature of reciprocity between literacy and phonological skills.

    M3 - Paper

    ER -