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Phonemic awareness and learning to read: a longitudinal and quasi-experimental study
Umeå University, Faculty of Social Sciences, Department of Psychology.
1985 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Phonemic awareness is the ability to attend to the formal, phonetic or phonemic, aspects of spoken language. Skill in analysis of speech sounds and synthesis of phonetic segments into real words has often been found to correlate with success in reading acquisition. The nature of this relationship was investigated by postulating a causal model for the effect of phonemic awareness in kindergarten on reading and spelling skill in the first school years. The quantitative implications of this model were estimated with path-analysis in a kindergarten - grade 3 passive observational study. In order to experimentally test the effect of phonemic awareness a 8 week training program in kindergarten was evaluated using a quasi- experimental design in field settings. The effects of this program were evaluated in kindergarten, in grade 1 and in grade 2. Methodological problems in evaluation research were discussed. The results from the quasi- experimental study was further elucidated applying structural equation modeling with latent variables (LISREL).

Clear effects of the training program were found on phonemic awareness tasks in grade 1 and on spelling in grade 2. More subtle effects were found on reading and spelling of simple words in grade 1. No effect was found on rapid silent word decoding. The LISREL analysis was interpreted in favour of a model with phonemic awareness effecting phonological processing which in turn is essential for the early reading development.

The results were interpreted as supporting an interactive-compensatory limited capacity model of reading. Phonemic awareness helps the child to understand the alphabetical principle and ensures the development of an effective system for representing written language. Trained children find it easier to learn spelling-sound relations.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 1985. , 23 p.
Keyword [en]
Phonemic Awareness, Phonemic Awareness Training, Reading Acquisition, Causal Modeling, Reading Readiness, Metaphonology
National Category
Learning Applied Psychology
Identifiers
URN: urn:nbn:se:umu:diva-100704ISBN: 91-7174-213-1 (print)OAI: oai:DiVA.org:umu-100704DiVA: diva2:793457
Public defence
1985-09-17, Room 2, Department of Psychology, Umeå universitet, Umeå, 10:15
Projects
digitalisering@umu
Note

Diss. (sammanfattning) Umeå : Univ., härtill 5 uppsatser.

Available from: 2015-03-23 Created: 2015-03-06 Last updated: 2015-04-09Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf