Longitudinal and Cross-Sectional Relations Between Early Rise Time Discrimination Abilities and Pre-School Pre-Reading Assessments: The Seeds of Literacy Are Sown in Infancy.

Abstract

BACKGROUND/OBJECTIVES: The Seeds of Literacy project has followed infants at family risk for dyslexia (FR group) and infants not at family risk (NFR group) since the age of 5 months, exploring whether infant measures of auditory sensitivity and phonological skills are related to later reading achievement. Here, we retrospectively assessed relations between infant performance on a rise time discrimination task with new pre-reading behavioural measures administered at 60 months. In addition, we re-classified dyslexia risk at 60 months and again assessed relations to rise time sensitivity. Participants were re-grouped using the pre-reading behavioural measures as either dyslexia risk at 60 months (60mDR) or no dyslexia risk (60mNDR). METHODS: FR and NFR children (44 English-learning children) completed assessments of rise time discrimination at 10 and/or 60 months, phonological awareness, phonological memory, rapid automatised naming (RAN), letter knowledge, and language skills (receptive vocabulary and grammatical awareness). RESULTS: Longitudinal analyses showed significant time-lagged correlations between rise time sensitivity at 10 months and both RAN and letter knowledge at 60 months. Rise time sensitivity at 60 months was significantly poorer in those children re-grouped as 60mDR, and rise time sensitivity was significantly related to concurrent phonological awareness, RAN, letter knowledge, and receptive vocabulary, but not to tests of grammatical awareness. CONCLUSIONS: The data support the view that children's rise time sensitivity is significantly related to their pre-reading phonological abilities. These findings are discussed in terms of Temporal Sampling theory.