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Children's spoken word recognition and contributions to phonological awareness and nonword repetition: A 1-year follow-up

Published online by Cambridge University Press:  01 January 2009

JAMIE L. METSALA ,
DESPINA STAVRINOS  and
AMANDA C. WALLEY
JAMIE L. METSALA*
Affiliation:
Mount Saint Vincent University, Halifax
DESPINA STAVRINOS
Affiliation:
University of Alabama, Birmingham
AMANDA C. WALLEY
Affiliation:
Pembroke, Ontario, Canada
*
ADDRESS FOR CORRESPONDENCE Jamie L. Metsala, Education, Mount Saint Vincent University, 166 Bedford Highway, Halifax, Nova Scotia B3M 2J6, Canada. E-mail: jamie.metsala@msvu.ca
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Abstract

This study examined effects of lexical factors on children's spoken word recognition across a 1-year time span, and contributions to phonological awareness and nonword repetition. Across the year, children identified words based on less input on a speech-gating task. For word repetition, older children improved for the most familiar words. There was a competition effect for the word repetition task, but this effect was present only for the most familiar words on the gating task. Recognition for words from sparse neighborhoods predicted phonological awareness 1 year later, and children poorer at recognizing these words in Year 1 scored lower on word reading in Year 2. Spoken word recognition also accounted for unique variance in nonword repetition across the 1-year time span. Findings are discussed in terms of understanding the effects of vocabulary growth on spoken word recognition, phonological awareness, and nonword repetition.

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Articles
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Applied Psycholinguistics , Volume 30 , Issue 1 , January 2009 , pp. 101 - 121
Copyright
Copyright © Cambridge University Press 2008

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References

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