Phonological Skills and Ability to Perceive Auditorily the Structure of a Word at the Level of a Single Phoneme at Ages 2-6

Autor/inn/en	Suortti, Outi; Lipponen, Lasse
Titel	Phonological Skills and Ability to Perceive Auditorily the Structure of a Word at the Level of a Single Phoneme at Ages 2-6
Quelle	In: Journal of Early Childhood Literacy, 14 (2014) 4, S.510-533 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798413512847
Schlagwörter	Phonology; Auditory Perception; Phonemes; Rhyme; Longitudinal Studies; Phonological Awareness; Kindergarten; Child Care; Preschool Children; Vocabulary; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Fonologie; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Fonem; Reim; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Ausland; Finnland
Abstract	The present study is the first part of a longitudinal research project investigating whether children become more aware of phonemes or rhyming when they learn letters or letter sounds or even begin to read, and if so how. For the present paper, the phonological awareness of young children aged 2-6 years was analyzed, particularly their auditory knowledge of the phonemic structure of words as well as their knowledge of rhyme. Altogether, 110 children from Finnish day-care centres performed seven phonological tasks and a vocabulary size test. The results showed a clear age-dependent improvement in phonological awareness. Blending words of phonemes, separating rhyming words from each other and correcting words by substituting the wrong phoneme with the right one were found to be easier tasks for 2- to 5-year-old children than producing rhymes, twisting words or detecting an initial letter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10