Phonological skills are (probably) one cause of success in learning to read: A comment on castles and coltheart

Charles Hulme; Margaret Snowling; Marketa Caravolas; Julia Carroll

doi:10.1207/s1532799xssr0904_2

Phonological skills are (probably) one cause of success in learning to read: A comment on castles and coltheart

Charles Hulme, Margaret Snowling, Marketa Caravolas, Julia Carroll

Research output: Contribution to journal › Article › peer-review

130 Citations (Scopus)

Abstract

Castles and Coltheart (2004) argued that the causal link between children's underlying phonological awareness and success in learning to read remains unproven. We argue that the balance of evidence does favor such a causal link. We also argue, however, that learning to read depends on broader language skills and that, like other aspects of development, it needs to be seen in the context of a multicausal system.

Original language	English
Pages (from-to)	351-365
Number of pages	15
Journal	Scientific Studies of Reading
Volume	9
Issue number	4
DOIs	https://doi.org/10.1207/s1532799xssr0904_2
Publication status	Published - 2005
Externally published	Yes

ASJC Scopus subject areas

Education
Psychology (miscellaneous)

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10.1207/s1532799xssr0904_2

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AB - Castles and Coltheart (2004) argued that the causal link between children's underlying phonological awareness and success in learning to read remains unproven. We argue that the balance of evidence does favor such a causal link. We also argue, however, that learning to read depends on broader language skills and that, like other aspects of development, it needs to be seen in the context of a multicausal system.

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Phonological skills are (probably) one cause of success in learning to read: A comment on castles and coltheart

Abstract

ASJC Scopus subject areas

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