Authors: Savage, Robert¹; Carless, Sue²; Ferraro, Vittoria¹

Source: Journal of Child Psychology and Psychiatry and Allied Disciplines, Volume 48, Number 7, July 2007 , pp. 732-739(8)

Publisher: Wiley-Blackwell

Abstract:

Background: 

Phonological awareness tests are amongst the best predictors of literacy and predict outcomes of Key Stage 1 assessment of the National Curriculum in England at age 7. However, it is unknown whether their ability to predict National Curricular outcomes extends to Key Stage 2 assessments given at age 11, or also whether the predictive power of such tests is independent of letter-knowledge. We explored the unique predictive validity of phonological awareness and early literacy measures, and other pupil background measures taken at age 5 in the prediction of English, Maths, and Science performance at age 11. Method: 

Three hundred and eighty-two children from 21 primary schools in one Local Educational Authority were assessed at age 5 and followed to age 11 (Key Stage 2 assessment). Teaching assistants (TAs) administered phonological awareness tasks and early literacy measures. Baseline and Key Stage 2 performance measures were collected by teachers. Results: 

Phonological awareness was a significant unique predictor of all nine outcome measures after baseline assessment and pupil background measures were first controlled in regression analyses, and continued to be a significant predictor of reading, maths, and science performance, and teacher assessments after early literacy skill and letter-knowledge was controlled. Gender predicted performance in writing, the English test, and English teacher assessment, with girls outperforming boys. Conclusions: 

Phonological awareness is a unique predictor of general curricular attainment independent of pupil background, early reading ability and letter-knowledge. Practically, screening of phonological awareness and basic reading skills by school staff in year 1 significantly enhances the capacity of schools to predict curricular outcomes in year 6.

Keywords: Children; phonological processing; prediction; reading; spelling; National Curriculum

Document Type: Research article

DOI: http://dx.doi.org/10.1111/j.1469-7610.2007.01746.x

Affiliations: 1: Faculty of Education, McGill University, Montreal, Canada 2: Learning Support Co-ordinator, London Borough of Sutton, UK

Publication date: 2007-07-01

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