A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness

Autor/in	Hogan, Tiffany P.
Titel	A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness
Quelle	In: Journal of Learning Disabilities, 43 (2010) 4, S.346-356 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410369083
Schlagwörter	Vocabulary Development; Predictor Variables; Phonemes; Word Frequency; Phonology; Phonemic Awareness; Young Children; Reading Skills; Emergent Literacy; Auditory Stimuli; Phonological Awareness + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Prädiktor; Fonem; Word analysis; Frequency; Wortanalyse; Häufigkeit; Fonologie; Frühe Kindheit; Reading skill; Lesefertigkeit; Frühleseunterricht; Auditive Stimulation
Abstract	In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically developing children, ages 61 to 78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., "chair-chain-ship") that varied orthogonally by a phonological characteristic, sound contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants--those with the highest vocabularies--results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words' neighborhood density. Based on these findings, theories of early phoneme awareness should consider both word-level and child-level influences on performance. Attention to these influences is predicted to result in more sensitive and specific measures of reading risk. (Contains 1 table, 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10