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Semantic and Phonological Skills in Predicting Reading Development: from 3–16 Years of Age by Jørgen Frost; Sigrid Madsbjerg; Jan Niedersøe; Åke Olofsson; Peer Møller Sørensen is a Psychology article available to read on EtoBox.

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## Abstract The present longitudinal study investigated the relationship between pre‐school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books. The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had

Who reads Semantic and Phonological Skills in Predicting Reading Development: from 3–16 Years of Age?

Author

Jørgen Frost; Sigrid Madsbjerg; Jan Niedersøe; Åke Olofsson; Peer Møller Sørensen

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 1076-9242)

Published

2005

Language

EN

Field

Psychology (Social Sciences)