Christopher J. Lonigan|Jason L. Anthony|Beth M. Phillips|David J. Purpura|Shauna B. Wilson|Jessica D. McQueen
The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.
development readingrelated phonological processing abilities ppa represents important developmental milestone process learning read crosssectional study confirmatory factor analysis used examine structure ppa 129 younger preschoolers 4088 months sd 465 304 older preschoolers 5649 months sd 531 2factor model phonological awareness phonological memory represented one factor lexical access represented second factor provided best fit samples largely invariant across samples measures vocabulary cognitive abilities print knowledge significantly correlated factors phonological awarenessmemory unique relations word reading despite significant development ppa across preschool years kindergarten results show structure skills remains invariant