Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations

TLDR

The study examined how preschool and kindergarten children acquire phonological sensitivity skills. The authors assessed phonological sensitivity across four linguistic levels (words, syllables, onsets/rimes, phonemes) and four task types (blending detection, elision detection, blending, elision) in 947 two‑to‑five‑year‑old children from diverse backgrounds. Hierarchical loglinear analyses revealed a quasi‑parallel developmental pattern aligning with a hierarchical word‑structure model and a working‑memory task‑complexity model, supporting a developmental view of phonological sensitivity and its implications for assessment, early literacy instruction, and reading‑difficulty prevention.

Abstract

ABSTRACTS This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi‐parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties.