Professor Kraus's team had previously discovered sensitivity to sound patterns correlated with reading skill and the ability to hear speech against background noise.
According to Zarafshan (2012), EI sub-scales which affect reading skill include stress management, adaptability, and general mood.
The earlier RIA group had initially superior letter naming, non-word, word, and passage reading but this difference in reading skill disappeared by age 11.
In the current study, we use a longitudinal design to determine how connectivity changes over time, and how these changes relate to changes in reading skill.
An examination of two independent data sets suggests that, although onset-rime sensitivity typically predicts school entrants' later word reading skill, phoneme sensitivity does predict more variation.
As for reading skill per se (reflected by CTL index), reliance on the word pathway (MOG→LP) measured during word reading positively correlated (r = 0.46, uncorrected p = 0.04) with reading skill (CTL index) (Figure 2, full blue arrows).
Hence, the present work may be used in future to elaborate the scope of understanding both early reading acquisition and the influence of various factors on reading skill.
By selecting beginning readers, we also hoped to limit effects of reading skill on speech perception.
This strongly indicates the strength of rapid naming as a predictor for reading skill.
Thus, it would be useful to have multiple measures of both reading skill and print exposure.
All of the AD forms exceeded the recommended readability level of the National Work Group on Literacy and Health, nearly all forms exceeded the average reading skill of US adults, and most forms exceeded the 10th grade reading skill level.
