# READING-RELATED PHONOLOGICAL PROCESSES

> **NIH NIH R01** · FLORIDA STATE UNIVERSITY · 1994 · $127,740

## Abstract

The broad objectives of this continuation proposal consist of three
extensions of the program of study in the currently funded project. The
first extension is from the study of a population of beginning readers to
the study of a population of older, more fluent readers. The specific aims
associated with this extension of our currently funded project are to: (a)
determine whether the nature of phonological processing abilities, and the
direction and magnitudes of their causal relations with reading, change as
children move from initial acquisition to fluency in reading; (b) examine
the consequences of individual differences in phonological processing
abilities and decoding on subsequent reading comprehension; and (c) to
resolve an important ambiguity about the apparent lack of a causal role
for decoding in the subsequent development of phonological processing
abilities. We will achieve these specific aims by a program of continued
study of our existing longitudinal sample of approximately 250 children.
The second extension is from the study of normal development to the study
of abnormal development. The specific aims associated with this extension
of our currently funded project are to: (a) examine the nature of the
phonological processing abilities of children with dyslexia (specific
reading disability); and (b) examine possible causal relations between the
atypical development of phonological processing abilities and the
development of dyslexia. We will achieve these specific aims by carrying
out a four-year longitudinal correlational study of 120 dyslexic children.
The third extension is from an exclusive reliance on longitudinal
correlational studies to a combination of longitudinal correlational
studies and training studies designed to manipulate levels of phonological
processing abilities. The specific aims associated with this extension of
our currently funded project are to: (a) use a training-study methodology
to test the alternative models of the structure of phonological processing
abilities and their causal relations with reading that we examined in our
longitudinal correlational studies; (b) examine the degree to which
phonological abilities are modifiable through training and the duration of
such training effects, if found; and (c) examine the extent of
differential response to training, and to identify individual difference
variables that predict differential response to training. We will achieve
these specific aims by carrying out a training study involving 200
kindergarten students who will be followed through second grade.

## Key facts

- **NIH application ID:** 2198836
- **Project number:** 2R01HD023340-05A1
- **Recipient organization:** FLORIDA STATE UNIVERSITY
- **SAM.gov UEI:** JF2BLNN4PJC3
- **Principal Investigator:** RICHARD K WAGNER
- **Activity code:** R01 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 1994
- **Award amount:** $127,740
- **Award type:** 2
- **Project period:** 1988-08-01 → 1998-12-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/2198836

## Citation

> US National Institutes of Health, RePORTER application 2198836, READING-RELATED PHONOLOGICAL PROCESSES (2R01HD023340-05A1). Retrieved via MORVS 2026-10-25 from https://api.morvs.ai/grant/nih/2198836. Licensed CC0.

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