Noam Siegelman|Jay G. Rueckl|Laura M. Steacy|Stephen J. Frost|Mark van den Bunt|Jason D. Zevin|Mark S. Seidenberg|Kenneth R. Pugh|Donald L. Compton|Robin D. Morris
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Haskins Laboratories|Haskins Laboratories|University of Connecticut|Florida State University|Haskins Laboratories|Haskins Laboratories|Haskins Laboratories|University of Southern California|University of Wisconsin–Madison|Haskins Laboratories|University of Connecticut|Yale University|Florida State University|Georgia State University
statistical views literacy development maintain proficient reading requires assimilation myriad statistical regularities present writing system indeed previous studies tied statistical learning sl abilities reading skills establishing existence link two however issues currently left unanswered including questions regarding underlying bases associations well types statistical regularities actually assimilated developing readers present alternative approach study role sl literacy development focusing individual differences among beginning readers instead using artificial task estimate sl abilities approach identifies individual differences childrens reliance statistical regularities reflected actual reading behavior specifically focus individuals reliance regularities mapping print speech versus associations print meaning word naming task present data 399 children showing whose oral naming performance impacted printspeech regularities less associations print meaning better reading skills findings suggest key route sl mechanisms impact developing reading abilities via role assimilation sublexical regularities printed spoken language generally detecting regularities reliable others discuss implications findings sl reading theories