Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children

Autor/inn/en	Maionchi-Pino, Norbert; de Cara, Bruno; Ecalle, Jean; Magnan, Annie
Titel	Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children
Quelle	In: Scientific Studies of Reading, 16 (2012) 6, S.550-562 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2011.620672
Schlagwörter	Syllables; French; Word Recognition; Reading Skills; Early Reading; Beginning Reading; Cues; Form Classes (Languages); Phonemes; Grade 1; Grade 3; Grade 5; Grade 6; Phonology + Suchen Sie Ihr Suchwort? Silbe; Französisch; Worterkennung; Reading skill; Lesefertigkeit; Frühlesen; Erstleseunterricht; Stichwort; Analytischer Sprachbau; Fonem; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Fonologie
Abstract	This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal "sonorant coda-obstruent onset" sonority profile within the syllable boundaries as a cue for a syllable-based segmentation. Data showed that children used a syllable-based segmentation that improved with reading skills and age. The results are discussed to support that the visual letter detection within pseudowords primarily and early relies on acoustic-phonetic cues within the syllable boundaries, whereas the syllable effect seems to be developmentally constrained by reading skills and age. (Contains 2 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10