The Structure of Phonological Processing and Its Relationship to Basic Reading

Jason M. Nelson, Jennifer H. Lindstrom, Will Lindstrom, Daniel Denis

Research output: Contribution to journalArticlepeer-review

19 Scopus citations


We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed.

Original languageEnglish
Pages (from-to)179-196
Number of pages18
Issue number3
StatePublished - Jul 2012


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