Promoting phonemic analysis ability among kindergartners

Cary, Luz; Verhaeghe, Arlette

doi:10.1007/bf01027085

Cited by 23 publications

(13 citation statements)

References 26 publications

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“…Statistically, both approaches were equally effective in developing rhyming ability. This finding is consistent with an earlier study suggesting that training in phonemic analysis skills may promote rhyming ability (Cary & Verhaeghe, 1994). However, because there were no significant differences in rhyming skill across all three approaches, gains may have been due to maturation instead.…”

Section: Discussionsupporting

confidence: 93%

Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness

Yeh

Connell

2008

Journal Research in Reading

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Sixteen Head Start classrooms, involving 128 children, were randomly assigned to three approaches for augmenting early literacy instruction: (a) instruction in phoneme segmentation, blending, and letter-sound relationships, (b) rhyming instruction and (c) vocabulary instruction. The phoneme segmentation approach was more effective in promoting phoneme segmentation skill. Existing research suggests that phoneme segmentation skill is a better predictor of early progress in learning to read than rhyming skill or vocabulary knowledge. Thus, the results suggest that instruction emphasising phoneme segmentation is not only more likely to promote phoneme segmentation skill, but also more likely to promote future reading ability than rhyming or vocabulary activities, even for highly disadvantaged children as young as 4 years old.

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Section: Discussionsupporting

confidence: 93%

Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness

Yeh

Connell

2008

Journal Research in Reading

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“…First, the English of good second language learners may not be good enough, and such learners may thus exhibit poor performances on the articulatory awareness task. If so, that would apparently contradict Cary and Verhaeghe (1994) finding under the Articulatory Awareness Deficit Hypothesis. That finding if plausible, however, would buttress the hypothesis that articulatory awareness is independent of acquisition of literacy because, in addition to Cary and Verhaeghe's finding that literacy is unnecessary for articulatory awareness, it would complementarily suggest that some literacy is not sufficient for articulatory awareness.…”

Section: Introductioncontrasting

confidence: 54%

“…This is because, in addition to the fact that eight of the 10 test phonemes exist in the Japanese sound system, Cary and Verhaeghe (1994) showed that Portuguese adult illiterates who could not manipulate phoneme segments performed at a satisfactory level on an articulatory awareness task. Their finding can be taken as suggesting that articulatory awareness is independent of phoneme awareness and literacy skills.…”

Section: Introductionmentioning

confidence: 96%

Implications of articulatory awareness in learning literacy in english as a second language

Yamada

2004

Dyslexia

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The articulatory awareness task, which was found by Griffiths and Frith (2002) to discriminate ex-dyslexic from non-dyslexic adults, was given to three groups of Japanese college students with different English reading abilities. Two unexpected results emerged: (1) Articulatory awareness performance was generally poor across the groups, thereby suggesting that poor articulatory awareness is not unique to dyslexia but rather to reading difficulty in general, and (2) There was a weak but significant positive correlation between articulatory awareness and English reading ability. Implications are that while articulatory awareness may not function only in dyslexia, it is embedded in a complex information-processing network involving reading acquisition. Specifically, a revised Articulatory Awareness Deficit Hypothesis is formulated, which states that poor articulatory awareness is part of articulation difficulty associated with poor phonological awareness that in turn tends to underlie dyslexia and reading difficulty.

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“…Research on phonological awareness programs showed that training kindergartners on phonemes rather than on syllables improved their phonemic awareness (e.g., Cary & Verhaeghe, 1994). Most studies, though, examined the combined effects of a program training both phonological awareness and letter knowledge in comparison to the isolated training of phonological awareness.…”

Section: Alphabetic Skills Training Programsmentioning

confidence: 94%

Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination

Aram

2006

Read Writ

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The study examined the differential contributions on vocabulary and alphabetic skills of three literacy programs: (a) storybook reading program; (b) alphabetic skills program; and (c) a combined program. It was expected that storybook reading would enhance primarily vocabulary while alphabetic skills training would promote primarily alphabetic skills. Program by age interactions were examined in two age groups (3-4 and 4-5 years old) to test whether the storybook reading program may be more productive for the younger children whereas alphabetic skills program more productive for the older children. Twelve low-SES preschools participated in the study, three in each program and three as a comparison group. Results indicated that the children in the three intervention programs progressed significantly more than the comparison group on name writing, letter knowledge and phonological awareness. Further, the alphabetic skills program outperformed the other groups on word writing, letter knowledge and initial letter retrieval, whereas the storybook reading program outperformed only the comparison group. Results on the combined program were mixedenhancing more initial letter retrieval and book vocabulary than storybook reading program. In general, no differences emerged in the progress of younger versus older children except on receptive vocabulary -the younger surpassing the older in all programs.

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Promoting phonemic analysis ability among kindergartners

Cited by 23 publications

References 26 publications

Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness

Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness

Implications of articulatory awareness in learning literacy in english as a second language

Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination

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