Do Preschool Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling?

  • Pekka Niemi
  • Riitta Kinnunen
  • Elisa Poskiparta
  • Marja Vauras
Part of the Neuropsychology and Cognition book series (NPCO, volume 16)


Much hope been invested in reading interventions based on linguistic awareness as a means of alleviating children’s-at-risk potential reading and spelling problems. Indeed, training in linguistic awareness has produced good results with preschoolers not yet able to read, thus pointing towards the possibility that training has tapped a factor causally related to reading (e.g. Ball & Blachman, 1991; Bradley & Bryant, 1985; Castle, Riach, & Nicholson, 1994, Korkman & Peltomaa, 1993; Kozminsky & Kozminsky, 1995; Lundberg, Frost, & Petersen, 1988; Schneider, Kuespert, Roth, Visé, & Marx, 1997; Torgesen, Morgan, & Davis, 1992).


Reading Comprehension Phonological Awareness Lexical Decision Task Learn DisabilIties Good Reader 
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Copyright information

© Springer Science+Business Media Dordrecht 1999

Authors and Affiliations

  • Pekka Niemi
    • 1
  • Riitta Kinnunen
    • 1
  • Elisa Poskiparta
    • 1
  • Marja Vauras
    • 1
  1. 1.University of TurkuTurkuFinland

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