The Relationship Between Phonological Awareness and Reading and Spelling Achievement Eleven Years Later

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Abstract
This study reports follow-up data from 24 teenagers (mean age = 17 years; 11 boys and 13 girls) who had participated in a study of phonological analysis and reading and spelling abilities 11 years earlier, when they were enrolled in kindergarten. The results indicated that phonological awareness ability assessed during kindergarten (via the Auditory Analysis Test) was a significant predictor of word identification and spelling skills 11 years later, when both socioeconomic status and vocabulary development were controlled. In contrast, socioeconomic status, vocabulary development, word recognition, and spelling achievement assessed at kindergarten were not significantly correlated with reading and spelling achievement 11 years later. Results are discussed regarding the relative stability of phonological awareness and the importance of this awareness as a precursor to the development of word identification and spelling skills.