Patterns of analogical reasoning among beginning readers

Abstract

Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short-term memory and domain-specific reading skills explain 5- to 6-year-olds' reading analogies (n = 51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single-word reading and use of visual ana..