Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness

Hulme, Charles; Hatcher, Peter J.; Nation, Kate; Brown, Angela Marie; Adams, Joanne B.; Stuart, George

doi:10.1006/jecp.2002.2670

Cited by 328 publications

(267 citation statements)

References 43 publications

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“…First, oddity tasks were used, which often lack reliability (Hulme, et al, 2002) and do not require explicit phoneme awareness (Carroll & Snowling, 2001). Second, none of the Kindergarten children scored above chance on the task requiring phonemic analysis, suggesting a lack of sensitivity.…”

Section: Age and Schooling Effectsmentioning

confidence: 99%

Age and schooling effects on early literacy and phoneme awareness

Cunningham

Carroll

2011

Journal of Experimental Child Psychology

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Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling from the age of 6 and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing children aged 4-6 (first two years of formal schooling in the UK) on a sensitive dynamic measure of phoneme awareness and tests of early literacy. There were significant effects of both age and schooling on dynamic and static measures of phoneme awareness, word reading, spelling and letter-name knowledge but no significant age × time interactions. This indicates that older children within this age group generally outperform their younger classmates (although they do not make faster progress), and that this advantage is developed prior to the start of school.

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Section: Age and Schooling Effectsmentioning

confidence: 99%

Age and schooling effects on early literacy and phoneme awareness

Cunningham

Carroll

2011

Journal of Experimental Child Psychology

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“…Put simply, there is an intimate relationship between the children's appreciation of the sound structure of speech and their ability to learn letter correspondences that map onto units of speech (e.g. Hulme et al 2002). Without wishing to challenge the central role of phonological skills in learning to read, we can ask what other factors also contribute to its development.…”

Section: Form -Meaning Connections I: Is There a Role For Meaning In mentioning

confidence: 99%

Form–meaning links in the development of visual word recognition

Nation

2009

Phil. Trans. R. Soc. B

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Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

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“…However, a secondary goal was to establish an ERP paradigm that is sensitive to small units of phonological information, and specifically individual phonemes. Since measures of phoneme awareness, such as segmentation and phoneme deletion, are among the best predictors of reading skill (Hulme et al, 2002;Muter et al, 1998), establishing an ERP paradigm that is sensitive to phoneme awareness will have important implications for future studies of reading development and reading disability. In the current study, we manipulated the lexicality of stimuli while participants performed a phoneme deletion task modeled after that employed in Newman et al (2003).…”

Section: Introductionmentioning

confidence: 99%

Electrophysiological markers of pre-lexical speech processing: Evidence for bottom–up and top–down effects on spoken word processing

Newman

Connolly

2009

Biological Psychology

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Page 1 AbstractThe present study was designed to investigate the electrophysiological consequences of a mismatch between initial phoneme expectations and the actual spoken input. Participants were presented with a word/nonword prompt with the instruction to delete the initial sound (e.g., snap without the /s/; snoth without the /s/) and determine the resulting segment. Following the prompt, an aurally presented response that matched/mismatched expectations (e.g., nap/tap; noth/toth) was presented. The Phonological Mapping Negativity (PMN), a response associated with phonological processing, was largest to mismatching responses, and was not dependent on the lexical status of response items. An N400-like response was also largest to mismatching responses; however, in contrast to the PMN, the N400-like response differentiated mismatching words from mismatching nonwords. These findings highlight a functional dissociation between the PMN and N400, and establish the PMN as a neural marker representing the goodness-of-fit between initial phoneme expectations and the actual spoken input.

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Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness

Cited by 328 publications

References 43 publications

Age and schooling effects on early literacy and phoneme awareness

Age and schooling effects on early literacy and phoneme awareness

Form–meaning links in the development of visual word recognition

Electrophysiological markers of pre-lexical speech processing: Evidence for bottom–up and top–down effects on spoken word processing

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