dc.contributor.author | Kalashnikova, Marina | |
dc.contributor.author | Burnham, Denis | |
dc.contributor.author | Goswami, Usha | |
dc.date.accessioned | 2021-12-15T10:15:25Z | |
dc.date.available | 2021-12-15T10:15:25Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | 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 | es_ES |
dc.identifier.issn | 1088-8438 | |
dc.identifier.uri | http://hdl.handle.net/10810/54492 | |
dc.description | Published online: 08 Dec 2020 | es_ES |
dc.description.abstract | 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. | es_ES |
dc.description.sponsorship | This 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.iso | eng | es_ES |
dc.publisher | Scientific Studies of Reading | es_ES |
dc.relation | info:eu-repo/grantAgreement/GV/BERC2018-2021 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PID2019-105528GA-I00 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.title | The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2020 Society for the Scientific Study of Reading | es_ES |
dc.relation.publisherversion | https://www.tandfonline.com/journals/hssr20 | es_ES |
dc.identifier.doi | 10.1080/10888438.2020.1850732 | |