title: Contribution of phonological and broader language skills to literacy.
abstract: BACKGROUND
  Recent models of reading ability propose that both phonological and broader language skills are important for the development of literacy. Whilst there are numerous studies that consider the role of phonological skills in literacy, fewer studies have considered the role of broader language skills and reading proficiency.
  
  
  OBJECTIVE
  To examine how phonological skills and broader language skills relate to word reading (including speeded word reading), non-word reading, spelling, and reading comprehension.
  
  
  METHODS
  Seventy-one children (mean age = 10.10; 21 girls) with a wide range of reading and language abilities took part in the study. A number of tasks were administered that measured phonological skills (phonological awareness, phonological short-term memory) and broader language skills (vocabulary, morphology, sentence correction, and sentence processing).
  
  
  RESULTS
  In support of previous work, both phonological and broader language abilities predicted reading and spelling. The exception was the timed single-word-reading task that was influenced by vocabulary. Reading comprehension was solely predicted by broader language abilities.
  
  
  CONCLUSIONS
  Both phonological and broader language abilities are involved in the development of reading and spelling, but in the case of reading comprehension, broader language skills are crucial.
authors.affiliation: School of Psychological Sciences, University of Manchester, Manchester, UK.
authors.forename: Jill
authors.initials: J
authors.lastname: Fraser
authors.forename: Gina
authors.initials: G
authors.lastname: Conti-Ramsden
mesh_terms: D002648:Child; D002663:Child Language; D032882:Comprehension; D005260:Female; D006801:Humans; D007804:Language Development; D007807:Language Tests; D008297:Male; D011939:Mental Recall; D010700:Phonetics; D011932:Reading; D012660:Semantics; D014706:Verbal Learning