2003/09/01 by David K. Dickinson, Allyssa McCabe, Louisa Anastasopoulos +2 · 2 citations
Psychology · Mathematics · #Reading and Literacy Development #Language Development and Disorders #Cognitive and developmental aspects of mathematical skills
paper · doi:10.1037/0022-0663.95.3.465
openalex publication_date 2003/09/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/05
This article describes 2 points of view about the relationship between oral-language and literacy skills: The phonological sensitivity approach posits that vocabulary provides the basis for phonological sensitivity, which then is the key language ability supporting reading, and the comprehensive language approach (CLA) posits that varied language skills interact with literacy knowledge and continue to play a vital role in subsequent reading achievement. The study included 533 Head Start preschool-aged children (M 4 years 9 months) in 2 locations and examined receptive vocabulary, phonological awareness, and print knowledge. Partial correlational and regression analyses found results consistent with the CLA approach and evidence of a core deficit in phonological sensitivity, interpreted in a manner consistent with the CLA perspective.