Is there a causal link from phonological awareness to success in learning to read?

By Anne Castles, Max Coltheart. Cognition, 2004

1,002 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a2a5bfd47db8ace79d0ee2e9aac5b0a9a9505af9

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Citations in the corpus

Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems (2005, background): “Primary among such knowledge is metalinguistic awareness, particularly phonological awareness, widely acknowledged to be predictive of children’s progress in learning to read (reviews in Adams, 1990; Castles & Coltheart, 2004).”
Speech perception as a window for understanding plasticity and commitment in language systems of the brain. (2005, background): “These languagespecific phonetic categories will subsequently be the phonological categories that guide rhyming and alliteration in the preschool years and that are essential for mapping the sounds of language onto the orthography when learning to read, write, and spell (Castles & Coltheart, 2004).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, methodology): “…semantics (e.g., morphology), and orthography in line with the triangle model (Adams, 1990) and associated evidence (Burgess & Lonigan, 1998; Castles & Coltheart, 2004; Deacon, Kirby, & Casselman-Bell, 2009; Kim, Apel, & Al Otaiba, 2013; National Center for Family Literacy, 2008; NICHD,…”
On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading (2009, background): “In order to examine this relationship as purely as possible, our training sessions avoided print exposure (Castles & Coltheart, 2004).”
The Impact of Specific Language Impairment on Adolescents' Written Text (2009, background): “Phonological processing skills are closely related to reading decoding (Castles & Coltheart, 2004) and spelling (Caravolas, Hulme, & Snowling, 2001), whereas measures of receptive language have been associated with poor reading comprehension (Nation, Clarke, Marshall, & Durand, 2004).”
Morphological awareness and early and advanced word recognition and spelling in Dutch (2008, positive): “…the obvious importance of phonological awareness for reading achievement in alphabetic orthographies (for overviews see Bryant & Bradley, 1985; Castles & Coltheart, 2004; Goswami & Bryant, 1990; Vellutino, Fletcher, Snowling, & Scanlon, 2004), there is evidence that morphological awareness…”
Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2 (2011, positive): “For the purpose of this study, phonological processing skills are defined as the abilities to distinguish and manipulate sounds within spoken words ( Castles & Coltheart, 2004; Goswami & Bryant, 1990).”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, methodology): “For example, Castles and Coltheart (2004) recently argued that “no single study has provided unequivocal evidence that there is a causal link from competence in phonological awareness to success in reading and spelling acquisition” (p. 77).”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “In line with the huge amount of data showing that phoneme awareness is crucial for literacy development, (e.g., Bowey, 2005; Castles & Coltheart, 2004; de Jong & van der Leij, 1999; Ziegler & Goswami, 2005), the present findings further confirm the link between phoneme awareness and early reading…”
Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, background): “We tested the idea that, although awareness of phonemes tends to be strongly correlated with word recognition in English (e.g., Adams, 1990; Castles & Coltheart, 2004; Perfetti, Beck, Bell, & Hughes, 1987), awareness of lexical tone is more integrally associated with Chinese word recognition.”
Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children (2006, background): “The influence of potential ‘‘third variables’’ such as age, general language ability, and intelligence, and the necessity of controlling for them was emphasized by Castles and Coltheart (2004).”
Letter‐position encoding and dyslexia (2005, background): “However, a causal relationship between phonological awareness and reading ability has not directly been established ( Castles & Coltheart, 2004 ).”
Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart (2005, methodology): “We also argue that Castles and Coltheart’s SCIENTIFIC STUDIES OF READING, 9(4), 351–365 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Correspondence should be sent to Charles Hulme, Department of Psychology, University of York, York, YO10 5DD, United Kingdom.”