Phoneme Automaticity
A Test of the Phonemic Proficiency Hypothesis
Bibliographic Data
| ID | 22044803 |
|---|---|
| Authors | David D Paige (0000-0003-2208-6784, Northern Illinois University), William H Rupley (0000-0002-0994-0344, Texas A&M University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 286 |
| Publication date | 2026-02-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020286 |
| OpenAlex | W7128491426 |
| Language | EN |
| References cited | 45 |
Readers use letter-sound knowledge and blending skills to consciously decode unfamiliar words, gradually building a large inventory of recognizable words. The storage of these words in long-term memory depends on forming connections between phonological sounds and their written forms, which results in a highly accurate and automatic recall of word pronunciations. For words to be read instantly, these phoneme-grapheme connections need to operate automatically, allowing for rapid, effortless recognition. In this study, we examine the connections between rapid access to phonemic sounds, spelling ability, and word reading among first- and second-grade students. Using a quantitative, correlational design, we examined first- and second-grade students’ performance on timed phoneme substitution, spelling, and sight-word reading and tested predictive relations using ordinary least squares regression. The results show that rapid skill in substituting phonemes directly predicts both automatic word reading and spelling. This finding highlights the importance of developing quick phonemic manipulation skills, which are essential for achieving fluent, precise word reading
Phonemic awareness · Recall · Spelling · Word recognition · Phonetics and Phonology Research · Reading and Literacy Development · Writing and Handwriting Education
Categorizing sounds and learning to read—a causal connection
Phonological Recoding and Orthographic Learning
The Foundations of Spelling Ability
Phonological recoding and self-teaching
Orthographic learning at a glance
Learning to Read Words
Is there a causal link from phonological awareness to success in learning to read?
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Toward a theory of automatic information processing in reading
Estimating the Risk of Future Reading Difficulties in Kindergarten Children
Systematic Phonics Instruction Helps Students Learn to Read
Reading Ability
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read
Development of Phonological Awareness
Toward an instance theory of automatization.
G*Power 3
Statistical power analyses using G*Power 3.1
Comparison of dyslexic and nondyslexic adults on decoding and phonemic awareness tasks
Phonological skills and their role in learning to read
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
The Science of Learning to Read Words
Does Learning to Spell Help Beginners Learn to Read Words
Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
| Citation velocity | historical |
|---|---|
| Highly cited | No |