No CrossRef data available.
Article contents
The effects of digraphs and pseudowords on phonemic segmentation in young children
Published online by Cambridge University Press: 28 November 2008
Abstract
This research was designed to examine the possibility that beginning readers who lack phonemic segmentation ability but read words by sight resort to a “grapheme” strategy in a phoneme tapping task, tapping once for each letter in a word. While this strategy would result in correct responses to words containing as many letters as phonemes, it would lead to “overshoot” errors on words containing digraphs. However, this difference in performance should only occur with real words, since, by definition, pseudowords have not been seen before. Consistent with the hypothesis, a three-way interaction between word type, digraph type, and grade (kindergarten vs. first grade) was obtained. Further analysis revealed that some beginning readers employed a spelling strategy in performing the task.
Information
- Type
- Articles
- Information
- Copyright
- Copyright © Cambridge University Press 1982
References
REFERENCES
Barnard, D. P., & De Gracie, J.Vocabulary analysis of new primary reading series. The Reading Teacher, 1976, 30, 177–180.Google Scholar
Bruce, D. J.An analysis of word sounds by young children. British Journal of Educational Psychology, 1964, 34, 158–170.CrossRefGoogle Scholar
Calfee, R. C. Assessment of independent reading skills: Basic research and practical applications. In Reber, A. S. & Scarborough, D. L. (Eds.), Toward a psychology of reading. Hillsdale, N.J.: Erlbaum, 1977.Google Scholar
Ehri, L. C. Linguistic insight: Threshold of reading acquisition. In Waller, T. G. & MacKinnon, G. E. (Eds.), Reading research: Advances in theory and practice. New York: Harcourt Brace Jovanovich, 1979.Google Scholar
Ehri, L. C., & Wilce, L. S.The influence of orthography on readers’ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1980, 1, 371–385.CrossRefGoogle Scholar
Fox, B., & Routh, D. K.Analyzing spoken language into words, syllables, and phonemes: A developmental study. Journal of Psycholinguistic Research, 1975, 4, 331–342.CrossRefGoogle Scholar
Fox, B., & Routh, D. K.Phonemic analysis and synthesis as word-attack skills. Journal of Educational Psychology, 1976, 68, 70–74.CrossRefGoogle Scholar
Goldstein, D. M.Cognitive-linguistic functioning and learning to read in preschoolers. Journal of Educational Psychology, 1976, 68, 680–688.CrossRefGoogle Scholar
Golinkoff, R. M. Critique: Phonemic awareness and reading achievement. In Murray, F. B. & Pikulski, J. J. (Eds.), The acquisition of reading: Cognitive, linguistic, and perceptual prerequisites. Baltimore, Md.: University Park Press, 1978.Google Scholar
Gough, P. B. One second of reading. In Kavanaugh, J. K. & Mattingly, I. G. (Eds.), Language by ear and by eye: The relationships between speech and reading. Cambridge, Mass.: M.I.T. Press, 1972.Google Scholar
Gough, P. B., & Hillinger, M. L.Learning to read: An unnatural act. Bulletin of the Orion Society, 1980, 30, 179–196.CrossRefGoogle Scholar
Helfgott, J.Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisition. Contemporary Educational Psychology, 1976, 1, 157–169.CrossRefGoogle Scholar
Jensen, A. R., & Rohwer, W. D.The Stroop Color-Word Test: A review. Acta Psychologica, 1966, 25, 36–93.CrossRefGoogle ScholarPubMed
Liberman, A. M.The grammars of language and speech. Cognitive Psychology, 1970, 1, 301–323.CrossRefGoogle Scholar
Liberman, A. M., Cooper, F. S., Shankweiler, D., & Studdert-Kennedy, M.Perception of the speech code. Psychological Review, 1967, 74, 431–461.CrossRefGoogle ScholarPubMed
Liberman, I. Y.Segmentation of the spoken word and reading acquisition. Bulletin of the Orlon Society, 1973, 23, 65–77.Google Scholar
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B.Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 1974, 18, 201–212.CrossRefGoogle Scholar
Liberman, I. Y., Shankweiler, D., Liberman, A. M., Fowler, C., & Fischer, F. W. Phonetic segmentation and receding in the beginning reader. In Reber, A. S. & Scarborough, D. L. (Eds.), Toward a psychology of reading. Hillsdale, N.J.: Erlbaum, 1977.Google Scholar
Nesdale, A. R., Herriman, M., & Tunmer, W. E.The development of phonological awareness. Education Research and Perspectives, 1980, 7, 20–31.Google Scholar
Rosner, J., & Simon, D. P.The auditory analysis test: An initial report. Journal of Learning Disabilities, 1971, 4, 384–392.CrossRefGoogle Scholar
Tunmer, W. E., & Bowey, J. A.The role of linguistic awareness in a theory of reading acquisition. Education Research and Perspectives, 1980, 7, 80–101.Google Scholar
Tunmer, W. E., & Fletcher, C. M.The relationship between conceptual tempo, phonological wareness, and word recognition in beginning readers. Journal of Reading behavior, 1981, 13, 173–186.CrossRefGoogle Scholar
Venezky, R. L. Prerequisites for learning to read. In Levin, J. R. & Allen, V. L. (Eds.), Cognitive learning in children: Theories and strategies. Madison: University of Wisconsin, 1976.Google Scholar
Wallach, L., Wallach, M. A., Dozier, M. G., & Kaplan, N. W.Poor children learning to read do not have trouble with auditory discrimination but do have trouble with phoneme recognition. Journal of Educational Psychology, 1977, 69, 36–39.CrossRefGoogle Scholar
Winer, B. J.Statistical principles in experimental psychology. New York: McGraw-Hill, 1971.Google Scholar
- 42
- Cited by