Differing Sequences of Metaphonological Development in French and English

Autor/inn/en	Duncan, Lynne G.; Cole, Pascale; Seymour, Philip H. K.; Magnan, Annie
Institution	Economic and Social Research Council, Lancaster (England).
Titel	Differing Sequences of Metaphonological Development in French and English
Quelle	In: Journal of Child Language, 33 (2006) 2, S.369-399 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S030500090600732X
Schlagwörter	Beginning Reading; Reading Skills; French; Reading Instruction; Language Acquisition; Young Children; Language Processing; Language Patterns; Child Language; Foreign Countries; Early Childhood Education; English; Native Speakers; Syllables; Phonemes; Differences; Language Research; Comparative Analysis; Experiments; France; United Kingdom + Suchen Sie Ihr Suchwort? Erstleseunterricht; Reading skill; Lesefertigkeit; Französisch; Leseunterricht; Sprachaneignung; Spracherwerb; Frühe Kindheit; Sprachverarbeitung; Sprachmodell; Sprachstruktur; 'Children''s language'; Kindersprache; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; English language; Englisch; Muttersprachler; Silbe; Fonem; Unterscheiden; Sprachforschung; Erprobung; Frankreich; Großbritannien
Abstract	Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable[right arrow]onset-rime[right arrow]phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 (N=10), 5;3 (N=21), and 6;5 (N=23) and French speakers aged 5;6 (N=35), and 6;8 (N=34). Experiment 2 assesses performance in the common unit task using English speakers aged 4;7 (N=22), 5;7 (N=23), and 6;11 (N=22), and French speakers aged 4;7 (N=20), 5;6 (N=35), and 6;7 (N=33). The experiments reveal crosslinguistic differences in the processing of syllables prior to school entry with French speakers exhibiting a greater consistency in manipulating syllables. Phoneme awareness emerges in both languages once reading instruction is introduced and rime awareness appears to follow rather than precede this event. Thus, the emergence of phonological awareness did not show a universal pattern but rather was subject to the influence of both native language and literacy. (Contains 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10