Using visual support in preschool phonemic segmentation training

Using visual support in preschool phonemic segmentation training In an earlier training study we found that the use of visual support in phonemic segmentation training provided no additional value for poor readers and spellers from schools for children with learning disabilities, having problems segmenting speech (Kerstholt, van Bon & Schreuder 1994). Previous research (e.g., Hohn & Ehri 1983) suggests, however, that visual support – such as alphabet letters – does facilitate the segmentation teaching of preschoolers. Hence, it was expected that visual support would be beneficial in phonemic segmentation training only prior to formal reading and spelling instruction. The purpose of the present study was to test this expectation. One group of preschoolers was trained in phonemic segmentation with diagrams and alphabet letters as visual support, another group was trained without visual help. Results show the preschoolers to improve their phonemic segmentation, reading and spelling skill significantly. It made no difference, however, whether the children were trained in phonemic segmentation with or without the help of visual support. The findings of the present study and those of our earlier study indicate visual support to be useful in phonemic segmentation training only under certain conditions. It is suggested that differences in orthographic properties of the languages involved may explain the difference between the Anglo-Saxon studies that did show an additional effect of letters and a number of Dutch studies that did not. Reading and Writing Springer Journals

Using visual support in preschool phonemic segmentation training

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Kluwer Academic Publishers
Copyright © 1997 by Kluwer Academic Publishers
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
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