title: Auditory processing and early literacy skills in a preschool and kindergarten population.
abstract: Although the relationship between auditory processing and reading-related skills has been investigated in school-age populations and in prospective studies of infants, understanding of the relationship between these variables in the period immediately preceding formal reading instruction is sparse. In this cross-sectional study, auditory processing, phonological awareness, early literacy skills, and general ability were assessed in a mixed sample of 88 three- to six-year-old children both cross-sectionally and longitudinally. Results from both cross-sectional and longitudinal analyses suggest the importance of early auditory rise time sensitivity in developing phonological awareness skills, especially in the development of rhyme awareness.
authors.affiliation: Harvard Graduate School of Education, Cambridge, MA 02138, USA.
authors.forename: Kathleen H
authors.initials: KH
authors.lastname: Corriveau
authors.forename: Usha
authors.initials: U
authors.lastname: Goswami
authors.forename: Jennifer M
authors.initials: JM
authors.lastname: Thomson
mesh_terms: D000367:Age Factors; D001364:Awareness; D002648:Child; D002675:Child, Preschool; D003430:Cross-Sectional Studies; D004410:Dyslexia / Q000175:diagnosis / Q000209:etiology / Q000523:psychology; D042241:Early Diagnosis; D006801:Humans; D007361:Intelligence Tests; D007804:Language Development; D007807:Language Tests; D008137:Longitudinal Studies; D010700:Phonetics; D011932:Reading