Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study

The full text article is not available for purchase.

The publisher only permits individual articles to be downloaded by subscribers.


We present an analysis of data from a longitudinal intervention study with 7-year-old poor readers (Hatcher, Hulme, & Ellis, 1994). A battery of cognitive and phonological tasks administered before the intervention began revealed five separate factors: Phoneme Manipulation, Rhyme, Verbal Ability, Nonverbal Ability and Phonological Memory. We assessed the extent to which these factors were predictive of children's responsiveness to the teaching interventions they received. For reading accuracy, Verbal Ability, Nonverbal Ability, Phonological Memory, and Rhyme made no significant contribution to predicting responsiveness to teaching, while Phoneme Manipulation was a very strong predictor. However for reading comprehension, Verbal ability (but not nonverbal ability) made an additional unique contribution to predicting responsiveness to teaching. The results are discussed in the context of current theories of the role of intelligence and phonological skills in learning to read.

Document Type: Research Article

Affiliations: University of York, York, Heslington, United Kingdom

Publication date: February 1, 1999

Related content



Share Content

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
Cookie Policy
ingentaconnect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more