Phonological Awareness in Learning Literacy
Bibliographic Data
| ID | 14815672 |
|---|---|
| Authors | J E Jiménez Gonzalez, Maria del Rosario Ortiz Gonzalez (0000-0002-3259-8110) |
| Year | 1994 |
| Volume | 18 |
| Issue | 1 |
| Pages | 155-181 |
| Publication date | 1994-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Intellectica Revue de l Association pour la Recherche Cognitive (JOURNAL) |
| Journal identifiers | ISSN: 0769-4113 • E-ISSN: 2273-9262 |
| Publisher | PERSEE Program (PUBLISHER) |
| DOI | 10.3406/intel.1994.1454 |
| OpenAlex | W2188729362 |
| Language | EN |
| References cited | 18 |
The present research examines accesibility to different levels of phonological awareness, and their relationship to the mastery of the alphabetic code in Spanish language. Some linguists have suggested that different phonological units exist in the Spanish language. The main objective was thus to verify whether or not such linguistic realities are psychological realities as has been found in the English language. Finding out if the subjects are able to represent these linguistic units in their memories is justified by the importance that these cognitive processes have in the acquisition of an alphabetic code. The first study aimed to discover if a sample of pre-reader subjects was able to represent certain phonological units such as syllables, intrasyllabic units (onset-rhyme) and phonemic units in their memories. The second study was designed to verify the existing relationship between different levels of phonological awareness and the mastery of the alphabetic code, measured by using grapheme-phoneme conversion rules in a pseudo-word task. The results obtained suggest that the pre-reader subjects are more sensitive to syllabic units than to intrasyllabic and phonemic units. Similarly, a greater mastery of the alphabetic code is associated with higher levels of intrasyllabic and phonemic awareness
Cognitive psychology · Grapheme · Learning to read · Linguistics · Literacy · Phonemic awareness · Phonological awareness · Phonology · Rhyme · Syllabic verse · Computer Science · Literacy and Educational Practices · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Syllable structure and stress in Spanish
Rhyme and Reason in Reading and Spelling
Assessing phonological awareness in kindergarten children
Categorizing sounds and learning to read—a causal connection
Literacy training and speech segmentation
Does awareness of speech as a sequence of phones arise spontaneously?
Acquisition of literacy
Explicit syllable and phoneme segmentation in the young child
Longitudinal prediction and prevention of early reading difficulty
Metalinguistic Abilities and Beginning Reading
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
The Validity and Reliability of Phonemic Awareness Tests
Initial Consonant Groups Function as Units in Word Production
Rhyme and alliteration, phoneme detection, and learning to read
The learning research and development center at the University of Pittsburgh
Analyzing spoken language into words, syllables, and phonomes
The Analysis of Word Sounds by Young Children
Syllable structure and stress in Spanish
| Highly cited | No |
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