Bangor University|University of Oslo|Bangor University|Institut Pascal|Charles University|Universidad de Granada|Bangor University|Comenius University Bratislava|Universidad de Granada|Comenius University Bratislava|Charles University|University College London
previous studies shown phoneme awareness lettersound knowledge rapid automatized naming ran verbal memory span reliable correlates learning read english however extent different predictors relative importance different languages remains uncertain article present results 10month longitudinal study began soon start formal literacy instruction four languages english spanish slovak czech longitudinal path analyses showed phoneme awareness lettersound knowledge ran verbal memory span measured onset literacy instruction reliable predictors similar relative importance later reading spelling skills across four languages data support suggestion alphabetic orthographies phoneme awareness lettersound knowledge ran may tap cognitive processes important learning read