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The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia

dc.contributor.authorKalashnikova, Marina
dc.contributor.authorBurnham, Denis
dc.contributor.authorGoswami, Usha
dc.date.accessioned2021-12-15T10:15:25Z
dc.date.available2021-12-15T10:15:25Z
dc.date.issued2021
dc.identifier.citationMarina 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: 10.1080/10888438.2020.1850732es_ES
dc.identifier.issn1088-8438
dc.identifier.urihttp://hdl.handle.net/10810/54492
dc.descriptionPublished online: 08 Dec 2020es_ES
dc.description.abstractVisual-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.es_ES
dc.description.sponsorshipThis research was supported by the Australian Research Council grant DP110105123, ‘The Seeds of Literacy’, to the 2nd and 3rd authors. The first author’s work is supported by the Basque Government through the BERC 2018-2021 program and by the Spanish Ministry of Science and Innovation through the Ramon y Cajal Research Fellowship, PID2019-105528GA-I00.es_ES
dc.language.isoenges_ES
dc.publisherScientific Studies of Readinges_ES
dc.relationinfo:eu-repo/grantAgreement/GV/BERC2018-2021es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/PID2019-105528GA-I00es_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.titleThe Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexiaes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder© 2020 Society for the Scientific Study of Readinges_ES
dc.relation.publisherversionhttps://www.tandfonline.com/journals/hssr20es_ES
dc.identifier.doi10.1080/10888438.2020.1850732


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