Phonological awareness and phonological memory are the skills that contributed most to initial reading and writing performance in third-grade students¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2017 · not yet checked against its sources · 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.
q2 i? Among phonological awareness, phonological memory, rapid naming and visual processing, phonological awareness and phonological memory contributed most to initial reading and writing performance. → Mendes 2017
Evidence¶
Mendes 2017¶
Mendes, G. G., & Barrera, S. D. (2017). Phonological Processing and Reading and Writing Skills in Literacy. Paidéia (Ribeirão Preto), 27(68), 298-305. https://doi.org/10.1590/1982-43272768201707
q2 · i? · associational · r1
The study investigated the contribution of phonological awareness, phonological memory, rapid naming and visual processing to reading and writing in a sample of 50 third-grade students of an Elementary Public School, finding that "phonological awareness and phonological memory are the skills that contributed most."
"The results indicated that phonological awareness and phonological memory are the skills that contributed most to the initial performance in reading and writing."
Discussion¶
Related Claims¶
- Exploratory factor analysis grouped literacy-predictor variables into three factors: phonological memory with phonological awareness, rapid naming, and visual processing — related
- Only letter naming among rapid-naming measures showed significant correlation with reading and writing — related
- Visual processing showed no correlation with reading or writing in third-grade students — related
- Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related
- Phonological awareness and rapid naming differentiate inadequate responders with word reading deficits from those without — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
phonological-awareness-memory-most-contribute-reading-writing |
title |
Phonological awareness and phonological memory are the skills that contributed most to initial reading and writing performance in third-grade students |
description |
Phonological awareness and phonological memory are the skills that contributed most to initial reading and writing performance in third-grade students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mendes-2017 |
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