Change search
ReferencesLink to record
Permanent link

Direct link
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
URN: urn:nbn:se:umu:diva-100704ISBN: 91-7174-213-1OAI: diva2:793457
Public defence
1985-09-17, Room 2, Department of Psychology, Umeå universitet, Umeå, 10:15

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

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

Open Access in DiVA

fulltext(1330 kB)83 downloads
File information
File name FULLTEXT01.pdfFile size 1330 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Olofsson, Åke
By organisation
Department of Psychology
LearningApplied Psychology

Search outside of DiVA

GoogleGoogle Scholar
Total: 83 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 84 hits
ReferencesLink to record
Permanent link

Direct link