I recently stumbled across this nice summary of the phonological awareness (Ga-PC) research.
Anthony, J & Francis, D. (2005). Development of Phonological Awareness. Current Directions in Psychological Science, 14(5), 255-259.
Abstract
- Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of phonological awareness has emerged, that research has identified a general sequence of phonological awareness development that is universal across languages, and that certain characteristics of spoken and written languages influence the rate of normal development and levels of phonological awareness that are normally achieved.
Other conclusions/statements to note (emphasis added by blogmaster):
- Numerous definitions of phonological awareness have been offered, each with relatively well-developed theoretical underpinnings and some empirical support. Alternative definitions vary in generality from highly exclusive to highly inclusive of different phonological awareness skills. Phonological awareness skills are distinguished by the task performed and size of the unit of sound that is the focus of the task.
- Methodologically sound studies using large samples, multiple measures, and advanced statistics support a unified phonological awareness construct—that is, phonological awareness as a single cognitive ability that manifests behaviorally in a variety of skills….It is a single, unified ability that manifests itself in a variety of phonological skills that emerge in a predictable sequence. [Note – this conclusion mirrors a conclusion I offered from a recent review of the Ga factor analysis literature…click here for more information].
Technorati tags: CHC theory. psychology. intelligence. cognition. phonological awareness. educational psychology. Ga.
