PHONOLOGICAL PROCESSING SKILLS AND PRINT EXPOSURE: CORRELATES OF WORD READING IN CHILDREN AGES 9 TO 16

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Abstract
Three measures of phonological processing ability and a title recognition test were used to predict word reading ability in 126 children aged 9 to 16. The relevant data were collected by undergraduate students enrolled in a life span development course, who were blind to the hypotheses tested. The extent to which subjects’ phonological awareness, letter naming speed, verbal short‐term memory, and print exposure contributed to word reading was examined. It was found that the three measures of phonological processing were moderately associated, and each contributed relatively small amounts of variance to word reading in a hierarchical regression equation. Print exposure was moderately associated with all phonological processing measures and contributed moder’ ately to word reading as well. This study suggests there are benefits in combining research and teaching. Practical applications of the results are discussed.