Concepedia

Phoneme-level Awareness

Phoneme-Level Awareness is a phonological awareness construct that specifically involves the conscious recognition, identification, and deliberate manipulation of individual phonemes within spoken words, distinguishing it from broader syllabic or onset-rime level processing.

218

Publications

21.1K

Citations

512

Authors

262

Institutions

Publications per year

2017–2026

33

Parents

Publications

218

Does awareness of speech as a sequence of phones arise spontaneously?

José Morais, Luz Cary, Jesüs Alegría et al. · Cognition · 1979 · 1.1K citations

, , +11

Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?

Eileen Wynne Ball, Benita A. Blachman · Reading Research Quarterly · 1991 · 949 citations

, , +17

Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language

Monique Sénéchal, Jo‐Anne LeFevre, Eleanor M. Thomas et al. · Reading Research Quarterly · 1998 · 885 citations

, , +17

The Validity and Reliability of Phonemic Awareness Tests

Hallie Kay Yopp · Reading Research Quarterly · 1988 · 754 citations

, , +12

Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items

Carsten Elbro, Ina Borstrøm, Dorthe Klint Petersen · Reading Research Quarterly · 1998 · 491 citations

, , +17

1–5 of 218

Authors

512

  1. MJ
    Margaret J. Snowling

    University of York, United Kingdom

    11 publications · 1.5K citations

    11

    h-index

  2. BB
    Brian Byrne

    University of New England, Australia

    10 publications · 1.5K citations

    10

    h-index

  3. GG
    Gail Gillon

    University of Canterbury, New Zealand

    8 publications · 258 citations

    8

    h-index

  4. CH
    Charles Hulme

    University of York, United Kingdom

    8 publications · 1.2K citations

    8

    h-index

  5. RF
    Ruth Fielding‐Barnsley

    University of New England, Australia

    7 publications · 1.2K citations

    7

    h-index

1–5 of 512

Institutions

262

  1. University of York

    York, United Kingdom

    11 h-index

    32 publications

    4.1K citations

  2. University College London

    London, United Kingdom

    9 h-index

    12 publications

    1.6K citations

  3. University of Oxford

    Oxford, United Kingdom

    7 h-index

    10 publications

    802 citations

  4. University of New England

    Armidale, Australia

    7 h-index

    12 publications

    1.8K citations

  5. University of Oslo

    Oslo, Norway

    6 h-index

    13 publications

    619 citations

  6. Chinese University of Hong Kong

    Hong Kong, Hong Kong

    6 h-index

    9 publications

    1.4K citations

  7. Haskins Laboratories

    New Haven, United States

    6 h-index

    9 publications

    854 citations

  8. University of Canterbury

    Christchurch, New Zealand

    6 h-index

    20 publications

    583 citations

1–8 of 262

Venues

  1. Journal of Educational Psychology

    14 publications · 1.9K citations

    13

    h-index

  2. Scientific Studies of Reading

    SSR · 10 publications · 752 citations

    10

    h-index

  3. Reading and Writing

    10 publications · 545 citations

    10

    h-index

  4. Journal of Experimental Child Psychology

    JECP · 10 publications · 1.5K citations

    10

    h-index

  5. Journal of Research in Reading

    10 publications · 628 citations

    10

    h-index

1–5