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Changes in letter sound knowledge are associated with development of phonological awareness in pre‐school children

Changes in letter sound knowledge are associated with development of phonological awareness in... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Research in Reading Wiley

Changes in letter sound knowledge are associated with development of phonological awareness in pre‐school children

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References (101)

Publisher
Wiley
Copyright
Copyright © 2006 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0141-0423
eISSN
1467-9817
DOI
10.1111/j.1467-9817.2006.00279.x
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Journal of Research in ReadingWiley

Published: May 1, 2006

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