Describe the Prereading Skills That Are Associated with Later Reading

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The Answer is Prereading skills that are associated with later reading ability include phonological awareness, letter recognition, vocabulary development, and print awareness. Phonological awareness refers to the ability to recognize and manipulate the sounds of language, such as rhyming and segmenting words into individual sounds. Letter recognition involves being able to identify and name letters of the alphabet. Vocabulary development is the understanding and use of words, while print awareness is the understanding of how print works, including knowing that print carries meaning and how to track print from left to right.

These prereading skills are causally related to later reading ability, as research has shown that children who have strong phonological awareness, letter recognition, vocabulary, and print awareness skills are more likely to become successful readers. For example, children who struggle with phonological awareness may have difficulty sounding out words and recognizing familiar words, which can impact their reading fluency and comprehension. Similarly, children who have limited vocabulary knowledge may struggle to understand the meaning of words in context when reading.

The causal relationship between these prereading skills and later reading ability is supported by numerous studies and educational interventions that have shown improvements in reading ability when these skills are explicitly taught and developed. However, it is important to note that while these prereading skills are strongly correlated with later reading ability, they are not the only factors that contribute to reading success. Other factors, such as motivation, background knowledge, and access to books and literacy-rich environments, also play a role in a child's reading development.

Describe the Prereading Skills That Are Associated with Later Reading

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