Letter knowledge precipitates phoneme segmentation, but not phoneme invariance

Research output: Contribution to journalReview article

28 Citations (Scopus)

Abstract

There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight-month longitudinal study with 56 pre-literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small-scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre-literate children. Possible reasons for this finding are discussed.

Original languageEnglish
Pages (from-to)212-225
Number of pages14
JournalJournal of Research in Reading
Volume27
Issue number3
DOIs
Publication statusPublished - Aug 2004
Externally publishedYes

Fingerprint

knowledge
Longitudinal Studies
longitudinal study
segmentation
Research
evidence
Group

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychology (miscellaneous)

Cite this

Letter knowledge precipitates phoneme segmentation, but not phoneme invariance. / Carroll, Julia M.

In: Journal of Research in Reading, Vol. 27, No. 3, 08.2004, p. 212-225.

Research output: Contribution to journalReview article

@article{da164e336f94474ca109d8df7367dcf5,
title = "Letter knowledge precipitates phoneme segmentation, but not phoneme invariance",
abstract = "There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight-month longitudinal study with 56 pre-literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small-scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre-literate children. Possible reasons for this finding are discussed.",
author = "Carroll, {Julia M.}",
year = "2004",
month = "8",
doi = "10.1111/j.1467-9817.2004.00228.x",
language = "English",
volume = "27",
pages = "212--225",
journal = "Journal of Research in Reading",
issn = "0141-0423",
publisher = "Wiley",
number = "3",

}

TY - JOUR

T1 - Letter knowledge precipitates phoneme segmentation, but not phoneme invariance

AU - Carroll, Julia M.

PY - 2004/8

Y1 - 2004/8

N2 - There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight-month longitudinal study with 56 pre-literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small-scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre-literate children. Possible reasons for this finding are discussed.

AB - There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight-month longitudinal study with 56 pre-literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small-scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre-literate children. Possible reasons for this finding are discussed.

UR - http://www.scopus.com/inward/record.url?scp=13244291418&partnerID=8YFLogxK

U2 - 10.1111/j.1467-9817.2004.00228.x

DO - 10.1111/j.1467-9817.2004.00228.x

M3 - Review article

VL - 27

SP - 212

EP - 225

JO - Journal of Research in Reading

JF - Journal of Research in Reading

SN - 0141-0423

IS - 3

ER -