Vocabulary was largely unrelated to growth in phonological awareness, with significance only for blending¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · checked against its sources 2026-10-18 (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? Vocabulary was weakly and positively related to phonological awareness growth but reached conventional significance only for the blending outcome; in the letter-sound models it was not significant. → 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
In the letter-name predictive models of 358 preschoolers, vocabulary (PPVT-R standard scores at time 1) was tested as a predictor of growth in four phonological awareness factors. The article reports it "achieved a conventional level of statistical significance only for the blending outcome."
"Vocabulary was weakly but positively related to growth in phonological awareness; however, it achieved a conventional level of statistical significance only for the blending outcome."
Discussion¶
Learner Variables¶
- Phonological Awareness — outcome: instruction changes it
- Reading and Language — predictor: learners who differ on it differ in outcomes
- Vocabulary — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other — related
- Children with higher initial letter-name knowledge show faster growth in phonological awareness across the preschool year — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vocabulary-not-related-to-phonological-awareness-growth |
title |
Vocabulary was largely unrelated to growth in phonological awareness, with significance only for blending |
description |
Vocabulary was largely unrelated to growth in phonological awareness, with significance only for blending |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-18 |
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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