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Linguistic precocity and the development of reading: The role of extralinguistic factors

Published online by Cambridge University Press:  28 November 2008

Philip S. Dale ,
Catherine Crain-Thoreson  and
Nancy M. Robinson
Philip S. Dale*
Affiliation:
University of Washington
Catherine Crain-Thoreson
Affiliation:
Western Washington University
Nancy M. Robinson
Affiliation:
University of Washington
*
Philip S. Dale, Department of Psychology NI-25, University of Washington, Seattle, WA 98195
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Abstract

The language and literacy skills of 21 children (aged 6;6), who were selected for linguistic precocity at age 1;8, are reported here. Verbal abilities remained high, and in contrast to the findings at 4;6 (reported in Crain-Thoreson & Dale, 1992), reading achievement is now at a superior level. Overall, the results are consistent with a two-phase model of reading development, in which the second phase is more closely related to language ability than the first. Phonological awareness, as indexed by a phoneme deletion task, appears to emerge as a consequence, rather than a cause, of early reading. There also appears to be a complex relationship among early interest in reading, instruction, and reading development. Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.

Type
Articles
Information
Applied Psycholinguistics , Volume 16 , Issue 2 , April 1995 , pp. 173 - 187
Copyright
Copyright © Cambridge University Press 1995

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