The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.

@article{Hulme2012TheCR,
  title={The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.},
  author={Charles Hulme and Claudine Bowyer-Crane and Julia M Carroll and Fiona J. Duff and Margaret J Snowling},
  journal={Psychological science},
  year={2012},
  volume={23 6},
  pages={572-7}
}
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading… CONTINUE READING
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