Phonological analysis as a function of age and exposure to reading instruction

Bowey J.A. and Francis J. (1991) Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12 1: 91-121. doi:10.1017/S0142716400009395


Author Bowey J.A.
Francis J.
Title Phonological analysis as a function of age and exposure to reading instruction
Journal name Applied Psycholinguistics   Check publisher's open access policy
ISSN 1469-1817
Publication date 1991
Sub-type Article (original research)
DOI 10.1017/S0142716400009395
Volume 12
Issue 1
Start page 91
End page 121
Total pages 31
Subject 3310 Linguistics and Language
3200 Psychology
1203 Design Practice and Management
3205 Experimental and Cognitive Psychology
Abstract This study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
 
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