Phoneme awareness is not a prerequisite for learning to read
Bibliographic Data
| ID | 19509440 |
|---|---|
| Authors | Catherine G Penney (Memorial University of Newfoundland, St. John’s (Canada)), James R Drover, Carrie Dyck, Amanda Squires (School of Communication Sciences and Disorders of McGill University, Montreal) |
| Year | 2006 |
| Volume | 9 |
| Issue | 1 |
| Pages | 115-133 |
| Publication date | 2006-07-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Written Language & Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1387-6732 • E-ISSN: 1570-6001 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/wll.9.1.08pen |
| OpenAlex | W2071925407 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
Three lines of evidence suggest that phoneme awareness (as measured by phoneme deletion) is not a prerequisite for learning to read and spell. 1. A boy with a serious reading problem could provide letters to represent onsets and codas better than he could delete onsets and codas. 2. A contingent analysis of reading and spelling achievement and deletion of onsets or codas or deletion of one phoneme from a complex onset was undertaken in a sample of poor readers. Onset and coda deletion developed before the students’ decoding skills reached a third-grade level, but deletion of a phoneme from an onset developed along with reading achievement. 3. When phoneme deletion was tested by a recognition method, good eighth-grade readers erroneously accepted items with the entire onset deleted as being correct responses, and had longer response times on these items. Onset and coda deletion develop after onsets and codas are represented alphabetically and before children read at about a third-grade level. However deletion of one phoneme from an onset cluster develops slowly as literacy develops and is a difficult task even for good readers
Art · Coda · Cognitive psychology · Learning to read · Linguistics · Literacy · Pedagogy · Sociology · Speech recognition · Spell · Spelling · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Computer Science · Psychology · Reading and Literacy Development
How Psychological Science Informs the Teaching of Reading
Does awareness of speech as a sequence of phones arise spontaneously?
Defining phonological awareness and its relationship to early reading.
The ability to manipulate speech sounds depends on knowing alphabetic writing
Beginners Need Some Decoding Skill to Read Words by Analogy
Does Learning to Spell Help Beginners Learn to Read Words
Phonemic Awareness Instruction Helps Children Learn to Read
Factors influencing word recognition in pre‐reading children
| Citations per year | 0.07 |
|---|---|
| Citation span | 2012 - 2012 (1) |
| Highly cited | No |