Reading-related skills in Earlierand Later-Schooled children

Anna J. Cunningham, Julia M. Carroll

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)


We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by comparing the later-schooled group with earlier-schooled age-matched controls. There were significant effects of age and schooling on phonological awareness and visual-verbal learning, and an effect of age, but not schooling, on vocabulary and short-term verbal memory. We conclude that age-related factors and reading instruction contribute to the development of phoneme awareness and that vocabulary and verbal memory improve with age.

Original languageEnglish
Pages (from-to)244-266
Number of pages23
JournalScientific Studies of Reading
Issue number3
Early online date28 Jan 2011
Publication statusPublished - May 2011
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Psychology (miscellaneous)


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