The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia
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Marina Kalashnikova, Denis Burnham & Usha Goswami (2021) The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia, Scientific Studies of Reading, 25:6, 504-518, DOI: 10.1080/10888438.2020.1850732
Visual-verbal-paired associate learning (PAL) is strongly related to reading acquisition, possibly indexing a distinct cross-modal mechanism for learning letter-sound associations. We measured linguistic abilities (nonword repetition, vocabulary size) longitudinally at 3.5 and 4.0 years, and visual-verbal PAL and letter knowledge at 4.0 and 4.5 years, in pre-reading children either at family risk for dyslexia (N = 27) or not (N = 25). Only nonword repetition predicted individual differences in later letter-sound knowledge, and PAL did not make a cross-sectional nor a longitudinal contribution. The data show a continuous relationship between linguistic processing abilities and letter-sound learning, with no independent role for PAL.