ISSN : 1229-0718
This study examined the effects of phonological processing ability on the reading ability of four- and five-year olds. Forty-eight 4-year olds and fifty 5-year olds took the Phonological Awareness Test(syllable deletion, syllable blending, syllable discrimination, phoneme deletion, phoneme blending, phoneme discrimination), the Phonetic Recoding Test, the Phonological Recoding Test and a Reading Test. The results indicated that the total score for phonological awareness correlated significantly with those of phonetic recoding, the retrieval of phonological recoding and a reading correlated significantly with overall scores on reading for 4-year olds. For 5-year-olds, the total score for phonological awareness and that of phonetic recoding correlated significantly with their reading ability. While only phonological awareness was a significant predictable variable of reading ability for both age groups, syllable deletion and phoneme deletion, elements of phonological awareness were significant predictors for 4-year olds, syllable blending and syllable deletion for 5-year olds.
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