This study was designed to investigate the relations between two metalinguistic abilities (phonological awareness and syntactic awareness) and two components of reading (recoding abilities and comprehension). In order to study these connections, a four‐year follow‐up study comprising 23 children was set up. These children had been tested repetitively during their first years of learning to read. Results were analysed with fixed‐order regression in which the dependent variable was either recoding abilities or comprehension performances; the first steps were extraneous variables (intelligence and vocabulary levels) and the final step was that of metalinguistic measures. Stepwise regressions were performed including all the measures (metalinguistic performances and extraneous variables). Results indicated that children's phonological awareness predicts later recoding abilities, while syntactic awareness predicts later reading comprehension after effects of extraneous variables have been ruled out.
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Demont et al. (1996) studied this question.