The bidirectional letter-knowledge–phonological-awareness relation extends to supra-phonemic tasks, indicating an earlier developmental origin than previously reported¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Predictive relations between initial letter-name knowledge and phonological awareness growth were detected with measures including both phonemic and supra-phonemic items, showing the link is not limited to phonemic awareness. → Lerner Matthew D. 2016
Evidence¶
Lerner Matthew D. 2016¶
Lerner Matthew D., Lonigan Christopher J. (2016). Bidirectional Relations between Phonological Awareness and Letter Knowledge in Preschool Revisited: A Growth Curve Analysis of the Relation between Two Code-Related Skills. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2015.09.023
q3 · i? · associational · r2
Discussion of the growth curve results from 358 preschoolers, whose phonological awareness tasks included word, syllable, onset-rime, and phoneme items. The article states the relation "begins at an earlier point in the development of phonological awareness than previously reported."
"Significantly, these predictive relations were detected using measures of phonological awareness that included both phonemic- and supra-phonemic-level items, indicating that the link between letter knowledge and phonological awareness is not limited to phonemic awareness."
Discussion¶
Learner Variables¶
- Alphabet Knowledge and Print Awareness — predictor: learners who differ on it differ in outcomes
- Phonological Awareness — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The bidirectional relation between letter-name knowledge and phonological awareness was independent of maturation and correlated developmental trajectories — a broader claim this one bears on
- Children with higher initial letter-name knowledge show faster growth in phonological awareness across the preschool year — a narrower finding that bears on this claim
- Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other — related
- Initial phonological awareness uniquely predicts growth in letter-name knowledge, most strongly via elision skill — related
- Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — related
- Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bidirectional-relation-extends-to-supra-phonemic-tasks |
title |
The bidirectional letter-knowledge–phonological-awareness relation extends to supra-phonemic tasks, indicating an earlier developmental origin than previously reported |
description |
The bidirectional letter-knowledge–phonological-awareness relation extends to supra-phonemic tasks, indicating an earlier developmental origin than previously reported |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lerner-matthew-d-2016 |
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