The current study examined the role of serial processing of newly learned sound–symbol
associations in early reading acquisition. A computer-based sound–symbol paradigm (SSP)
was administered to 243 children during their last year of kindergarten (T1), and their
reading performance was assessed 1 year later in first grade (T2). Results showed that
performance on the SSP measured before formal reading instruction was associated with
later reading development. At T1, early readers performed significantly better than …