Hostname: page-component-8448b6f56d-tj2md Total loading time: 0 Render date: 2024-04-25T04:36:35.969Z Has data issue: false hasContentIssue false
  • English
  • Français

Phonological analysis as a function of age and exposure to reading instruction

Published online by Cambridge University Press:  28 November 2008

Judith A. Bowey  and
J. Francis
Judith A. Bowey*
Affiliation:
The University of Queensland
J. Francis
Affiliation:
The University of Queensland
*
J. A. Bowey, Department of Psychology, The University of Queensland, Queensland 4072, Australia
Get access Rights & Permissions [Opens in a new window]

Abstract

This study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

Type
Articles
Information
Applied Psycholinguistics , Volume 12 , Issue 1 , March 1991 , pp. 91 - 121
Copyright
Copyright © Cambridge University Press 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bowey, J. A. (1990). On Rhyme, language, and children's reading. Applied Psycholinguistics, 11, 439–448.CrossRefGoogle Scholar
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.CrossRefGoogle Scholar
Bradley, L. (1980). Assessing reading difficulties: A diagnostic and remedial approach. London: Macmillan.CrossRefGoogle Scholar
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read-A causal connection. Nature, 301, 419–421.CrossRefGoogle Scholar
Bruce, D. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158–170.CrossRefGoogle Scholar
Bryant, P. E., Bradley, L., MacLean, M. & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407–428.CrossRefGoogle ScholarPubMed
Bryant, P. E., & Goswami, U. (1987). Phonological awareness and learning to read. In Beech, J. R. & Colley, A. M. (Ed.), Cognitive approaches to reading (pp. 213–243). New York: Wiley.Google Scholar
Bryant, P. E., MacLean, M., & Bradley, L. L. (1990). Comments “On Rhyme, language, and children's reading.” Applied Psycholinguistics, 11, 449–450.CrossRefGoogle Scholar
Bryne, B. (1981). Reading disability, linguistic access and short-term memory: Comments prompted by Jorm's review of developmental dyslexia. Australian Journal of Psychology, 33, 83–96.CrossRefGoogle Scholar
Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313–321.CrossRefGoogle Scholar
Byrne, B., & Fielding-Barnsley, R. (in press). Acquiring the alphabetic principle: A case for teaching the recognition of phoneme identity. Journal of Educational Psychology.Google Scholar
Chomsky, N., & Halle, M. (1969). The sound pattern of English. New York: Harper & Row.Google Scholar
Clay, M. M. (1979). The early detection of reading difficulties. Melbourne: Heinemann.Google Scholar
Content, A., Kolinsky, R., Morais, J., & Bertelson, P. (1986). Phonetic segmentation in prereaders: Effect of corrective information. Journal of Experimental Child Psychology, 42, 49–72.CrossRefGoogle Scholar
Cutler, A., Butterfield, S., & Williams, J. N. (1987). The perceptual integrity of syllabic onsets. Journal of Memory and Language, 26, 406–418.CrossRefGoogle Scholar
Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test–Revised (3rd ed.). Circle Pines, MN: American Guidance Service.Google Scholar
Dunn, L. M., & Markwardt, F. C. (1970). Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.Google Scholar
Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers’ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371–385.CrossRefGoogle Scholar
Ehri, L. C., & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163–179.CrossRefGoogle Scholar
Fox, B., & Routh, D. K. (1984). Phonemic analysis and synthesis as word attack skills: Revisited. Journal of Educational Psychology, 76, 1059–1064.CrossRefGoogle Scholar
Fudge, E. C. (1969). Syllables. Journal of Linguistics, 5, 253–286.CrossRefGoogle Scholar
Gibson, E. J., & Levin, H. (1975). The psychology of reading. Cambridge, MA: MIT Press.Google Scholar
Goodall, M. (1984). Can four year olds “read” words in the environment? The Reading Teacher, 37, 478–482.Google Scholar
Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73–83.CrossRefGoogle Scholar
Helfgott, J. A. (1976). Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisition. Contemporary Educational Psychology, 1, 157–169.CrossRefGoogle Scholar
Jackson, N. E., Donaldson, G. W., Cleland, L. N. (1988). The structure of precocious reading ability. Developmental Psychology, 80, 234–243.Google Scholar
Juel, C.Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243–255.CrossRefGoogle Scholar
Kirtley, C., Bryant, P. E., MacLean, M. J., & Bradley, L. L. (1989). Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48, 224–245.CrossRefGoogle ScholarPubMed
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.CrossRefGoogle Scholar
Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from performance from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.CrossRefGoogle Scholar
MacKay, D. G. (1972). The structure of words and syllables: Evidence from errors in speech. Cognitive Psychology, 3, 210–227.CrossRefGoogle Scholar
Mann, V. A. (1984). Longitudinal prediction and prevention of early reading difficulty. Annals of Dyslexia, 34, 117–136.CrossRefGoogle ScholarPubMed
Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 10, 65–92.CrossRefGoogle Scholar
Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592–599.CrossRefGoogle ScholarPubMed
Mann, V. A., Tobin, P., & Wilson, R. (1987). Measuring phonological awareness through the invented spelling of kindergarten children. Merrill-Palmer Quarterly, 33, 365–391.Google Scholar
Masonheimer, P. E., Drum, P. A., & Ehri, L. C. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior, 16, 257–271.CrossRefGoogle Scholar
Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45–64.CrossRefGoogle ScholarPubMed
Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a series of phones arise spontaneously? Cognition, 7, 323–331.CrossRefGoogle Scholar
Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 35, 283–319.Google Scholar
Read, C.Zhang, Y.-N., Nie, H.-Y., & Ding, B.-Q. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31–44.CrossRefGoogle ScholarPubMed
Rosner, J., & Simon, D. P. (1971). The auditory analysis test: An initial report. Journal of Learning Disabilities, 4, 384–392.CrossRefGoogle Scholar
Schonell, F., & Goodacre, E. (1971). The psychology and teaching of reading (5th ed.). London: Oliver & Boyd.Google Scholar
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading achievement. Journal of Educational Psychology, 76, 1309–1324.CrossRefGoogle Scholar
Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.CrossRefGoogle Scholar
Stuart, M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139–181.CrossRefGoogle Scholar
Tabachnick, B. G., & Fidell, L. S. (1989). Using multivariate statistics (2nd ed.). New York: Harper & Row.Google Scholar
Treiman, R. (1983). The structure of spoken syllables: Evidence from novel word games. Cognition, 15, 49–74.CrossRefGoogle ScholarPubMed
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161–181.CrossRefGoogle ScholarPubMed
Treiman, R., & Danis, C. (1988). Short-term memory errors for spoken syllables are affected by the linguistic structure of the syllables. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 145–152.Google ScholarPubMed
Tunmer, W. E., Herriman, M. L., & Nesdale, A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134–158.CrossRefGoogle Scholar
Tunmer, W. E., & Nesdale, A. R. (1982). The effects of digraphs and pseudowords on phonemic segmentation in young children. Applied Psycholinguistics, 3, 299–311.CrossRefGoogle Scholar
Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321–363.Google Scholar
Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1–15.CrossRefGoogle ScholarPubMed
Woodcock, R. W. (1973). Woodcock Reading Mastery Tests. Circle Pines, MN: American Guidance Service.Google Scholar
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.CrossRefGoogle Scholar