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The relationship between phonological awareness and the development of orthographic representations

The relationship between phonological awareness and the development of orthographic representations A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less phonemically aware. A series ofpost-tests was implemented to discover thenature of the internal orthographicrepresentations which the children had createdfor the words learned. The results of thesepost-tests demonstrated that the children whowere most phonemically aware had alsointernalised the most detailed orthographicrepresentations, despite needing fewerlearning trials. Salient letters fororthographic storage were predictable from thechildren's phoneme segmentation abilities. This paper provides strong support for thethesis that phonemic awareness is related toorthographic storage as well as alphabeticreading techniques. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The relationship between phonological awareness and the development of orthographic representations

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References (32)

Publisher
Springer Journals
Copyright
Copyright © 2002 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
DOI
10.1023/A:1015200617447
Publisher site
See Article on Publisher Site

Abstract

A training study was conducted to investigatethe relationship between phoneme segmentationability and the development of orthographicrepresentations. Five-year-old children withvarying degrees of phoneme segmentationability were taught to read ten new words byrepeated presentation of the words onflashcards. It was found that those childrenwho were most well equipped to perform phonemesegmentation tasks acquired this new readingvocabulary significantly faster than those whowere less phonemically aware. A series ofpost-tests was implemented to discover thenature of the internal orthographicrepresentations which the children had createdfor the words learned. The results of thesepost-tests demonstrated that the children whowere most phonemically aware had alsointernalised the most detailed orthographicrepresentations, despite needing fewerlearning trials. Salient letters fororthographic storage were predictable from thechildren's phoneme segmentation abilities. This paper provides strong support for thethesis that phonemic awareness is related toorthographic storage as well as alphabeticreading techniques.

Journal

Reading and WritingSpringer Journals

Published: Oct 13, 2004

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