The Relationship between Learning to Read and Language-Specific Speech Perception: Maturation versus Experience

Autor/inn/en	Horlyck, Stephanie; Reid, Amanda; Burnham, Denis
Titel	The Relationship between Learning to Read and Language-Specific Speech Perception: Maturation versus Experience
Quelle	In: Scientific Studies of Reading, 16 (2012) 3, S.218-239 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2010.546460
Schlagwörter	Foreign Countries; Preschool Children; Kindergarten; Primary Education; Young Children; Matched Groups; Age Groups; Experience; Phonemes; Phonology; Phonological Awareness; Auditory Perception; Educational Experience; Native Language; English; Alphabets; Identification; Australia; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Frühe Kindheit; Age grop; Altersgruppe; Erfahrung; Fonem; Fonologie; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Bildungserfahrung; English language; Englisch; Buchstabenschrift; Identifikation; Identifizierung; Australien
Abstract	Does the intensification of what can be called "language-specific speech perception" around reading onset occur as a function of maturation or experience? Preschool 5-year-olds with no school experience, 5-year-olds with 6 months' schooling, 6-year-olds with 6 months' schooling, and 6-year-olds with 18 months' schooling were tested on native and nonnative speech contrasts, phonological awareness, and letter identification. Native speech perception was predicted by phonological awareness, but not school experience or age, whereas nonnative speech perception was negatively related to school experience and had no relationship with age or phonological awareness. Over and above any limitation of a possible selection bias associated with parents' choice of school entry age, the results suggest that intensified language-specific speech perception is due to more robust phoneme categories: increased phonological awareness facilitates judgments of native phoneme membership, whereas increased experience with phoneme-to-grapheme mapping assists in the process of disregarding allophonic variations within native phoneme classes. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10