Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other¶
Claim · All claims
Evidence · 1 study · associationalr3·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? Neither initial letter-sound knowledge nor initial phonological awareness was uniquely associated with growth in the other skill; no significant predictors of letter-sound growth were found. → 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 · r3
Growth models using letter-sound knowledge as the letter-knowledge predictor found no unique cross-construct relations; the article attributes this to shared predictive variance and notes there were "no significant predictors of growth in letter-sound knowledge." Equivalence was not tested.
"neither initial level of phonological awareness nor initial level of letter-sound knowledge was uniquely associated with growth in phonological awareness, suggesting that phonological awareness and letter-sound knowledge shared much of their predictive variance"
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 letter-knowledge–phonological-awareness relation extends to supra-phonemic tasks, indicating an earlier developmental origin than previously reported — related
- Initial phonological awareness uniquely predicts growth in letter-name knowledge, most strongly via elision skill — related
- Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — related
- Children with higher initial letter-name knowledge show faster growth in phonological awareness across the preschool year — reports the opposite
- Vocabulary was largely unrelated to growth in phonological awareness, with significance only for blending — 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
- The bidirectional relation between letter-name knowledge and phonological awareness was independent of maturation and correlated developmental trajectories — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
letter-sound-knowledge-no-unique-bidirectional-relation |
title |
Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other |
description |
Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other |
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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