Journal of Research in Reading · 2006 · 98 citations · 64 references
EducationLinguisticsLiteracy EducationChild DevelopmentPhonological AwarenessReading DevelopmentAlphabet KnowledgeEarly Literacy SkillsLetter-sound CorrespondencePhoneme AwarenessPhonological AcquisitionPhonological DevelopmentEarly Phoneme AwarenessEarly Reading AcquisitionLetter NamesLetter Naming KnowledgePhoneme Awareness DevelopmentPhoneme-level AwarenessSound AssociationsSound-letter Knowledge
Letter sound knowledge, together with phonological awareness, strongly predicts pre‑school reading acquisition and derives from children’s knowledge of letter names and their phonological patterns. The study examined whether phonological patterns between letter names and their associated sounds are differentially linked to aspects of phonological awareness in 66 monolingual pre‑school children. Results indicate that rudimentary phonological awareness facilitates learning of letter sound associations, while more explicit phonological awareness is bi‑directionally linked to letter sound knowledge, especially for irregular name‑sound pairs such as “juh” for “j” and “huh” for “h”, which are most closely associated with performance on complex phoneme awareness tasks.
Letter sound knowledge, which, together with phonological awareness, is highly predictive of pre‐school children's reading acquisition, derives from children's knowledge of their associated letter names and the phonological patterns of those names. In this study of 66 monolingual pre‐school children we examined whether phonological patterns between letter names and their associated sounds might be differentially associated with aspects of phonological awareness. Results suggest that rudimentary levels of phonological awareness may facilitate the learning of letter sound associations. However, more explicit phonological awareness appears to be linked bi‐directionally with letter sound knowledge with diverse name‐sound associations, with letter sound associations that do not follow regular patterns (e.g. ‘juh’ for ‘j’ and ‘huh’ for ‘h’) most closely associated with performance in more complex phoneme awareness tasks.
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Tests for comparing elements of a correlation matrix.
James H. Steiger · Psychological Bulletin · 1980 · 4.4K citations