The Genesis of Reading Ability: What Helps Children Learn Letter-Sound Correspondences?

Autor/inn/en	Castles, Anne; Coltheart, Max; Wilson, Katherine; Valpied, Jodie; Wedgwood, Joanne
Titel	The Genesis of Reading Ability: What Helps Children Learn Letter-Sound Correspondences?
Quelle	In: Journal of Experimental Child Psychology, 104 (2009) 1, S.68-88 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2008.12.003
Schlagwörter	Phonemics; Beginning Reading; Phonemic Awareness; Reading Ability; Reading Instruction; Phoneme Grapheme Correspondence; Preschool Children; Recognition (Psychology); Correlation; Learning Processes + Suchen Sie Ihr Suchwort? Fonemsystem; Erstleseunterricht; Reading competence; Lesekompetenz; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Recognition; Wiedererkennen; Korrelation; Learning process; Lernprozess
Abstract	Knowledge of letter-sound correspondences underpins successful reading acquisition, and yet little is known about how young children acquire this knowledge and what prior information they bring to the learning process. In this study, we used an experimental training design to examine whether either prior letter awareness or prior phonemic awareness directly assists preliterate children in subsequently learning letter-sound correspondences. Here 76 preschoolers received 6 weeks of training in either letter awareness, phonemic awareness, or control tasks and then received a further 6 weeks of training in either letter-sound correspondences or control tasks. There was limited evidence that prior training in either phoneme or letter awareness directly assisted learning of letter-sound correspondences, although phonemically trained children appeared to show some advantage on recognition tasks. Overall, the data suggest that there is little value in training preschoolers in either letter forms or sounds in isolation in advance of providing instruction on the links between the two. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10