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Contribution of Temporal Processing Skills to Reading Comprehension in 8‐Year‐Olds: Evidence for a Mediation Effect of Phonological Awareness
Author(s) -
Malenfant Nathalie,
Grondin Simon,
Boivin Michel,
ForgetDubois Nadine,
Robaey Philippe,
Dionne Ginette
Publication year - 2012
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2012.01777.x
Subject(s) - psychology , phonological awareness , association (psychology) , reading (process) , mediation , normative , developmental psychology , cognitive psychology , comprehension , vocabulary , reading comprehension , nonverbal communication , literacy , linguistics , pedagogy , philosophy , epistemology , political science , law , psychotherapist
This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight‐year‐olds. TP was measured with auditory and bimodal (visual–auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual—phonological and visual—pathway model of the association between TP and reading in normative reading skills.