Categorizing sounds and learning to read—a causal connection¶
Bradley, & Bryant. (1983). Categorizing sounds and learning to read—a causal connection. Nature.
Cited by¶
1 citation across 1 artifact.
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Domain-specific¶
- Phonological Awareness
- Performance predicted these children's reading and spelling three to four years later, even after controlling for memory and IQ
This sourceBradley and Bryant's large-scale study linking pre-school rhyme and alliteration awareness to later learning to read and write. The training arm: sound-categorisation training, and in particular sound categorisation combined with plastic letters, improved later reading and spelling relative to a semantic-categorisation control.
Supported in partVerified against the publisher's abstract
“We now report the results of a large scale project which support this hypothesis.”
- Performance predicted these children's reading and spelling three to four years later, even after controlling for memory and IQ
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