Effects of Grade, Syllable Segmentation, and Speed of Presentation on Children's Word-Blending Ability

Journal of Educational Psychology

Volumn 88, Issue 4, 1996, Pages 670-681

  McClure, Karen K ^a,b   Ferreira, Fernanda ^b   Bisanz, Gay L ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030371168     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.88.4.670     Document Type: Article

References (38)

1. Alegria, J., Pignot, E., & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10, 451-456.
2. Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read - A causal connection. Nature, 301, 419-421.
3. Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.
4. Bruck, M., & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant cluster. Journal of Experimental Child Psychology, 50, 156-178.
5. Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. New York: Houghton Mifflin.
6. Case, R., Kurland, D. M., & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386-404.
7. Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72, 656-669.
8. Ehri, L. C., & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163-179.
9. Fox, B., & Routh, D. K. (1984). Phonemic analysis and synthesis as word attack skills: Revisited. Journal of Educational Psychology, 76, 1059-1064.
10. Frith, U. (1985). Beneath the surface of developmental dyslexia: Are comparisons between developmental and acquired disorders meaningful? In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). Hillsdale, NJ: Erlbaum.
11. Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83.
12. Goswami, U. (1988). Orthographic analogies and reading development. Quarterly Journal of Experimental Psychology, 40A, 239-268.
13. Hooper, J. B. (1976). An introduction to natural generative phonology. New York: Academic Press.
14. Kahn, D. (1976). Syllable-based generalizations in English phonology. Unpublished doctoral dissertation, Massachusetts Institute of Technology.
15. Kail, R. (1991). Processing time declines exponentially during childhood and adolescence. Developmental Psychology, 27, 259-266.
16. Kirtley, C., Bryant, P., MacLean, M., & Bradley, L. (1989). Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48, 224-245.
17. Liberman, I. Y., & Shankweiler, D. (1979). Speech, the alphabet, and teaching to read. In L. B. Resnick & P. Weaver (Eds.), Theory and practice of early reading (Vol. 2, pp. 109-134). Hillsdale, NJ: Erlbaum.
18. Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
19. Liberman, I. Y., Shankweiler, D., Orlando, C., Harris, K. S., & Berti, F. B. (1971). Letter confusion and reversals of sequence in the beginning reader: Implications for Orton's theory of developmental dyslexia. Cortex, 7, 127-142.
20. MacLean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-319.
21. Mills, C. B. (1980). Effects of the match between listener expectancies and coarticulatory cues on the perception of speech. Journal of Experimental Psychology: Human Perception and Performance, 6, 528-535.
22. Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
23. Morrison, F. J., Smith, L., & Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31, 789-799.
24. Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. G. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Erlbaum.
25. Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33, 283-319.
26. Santa, C. M. (1976-1977). Spelling patterns and the development of flexible word recognition strategies. Reading Research Quarterly, 12, 125-144.
27. Selkirk, E. O. (1980). The role of prosodic categories in English word stress. Linguistic Inquiry, 11, 563-605.
28. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
29. Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
30. Stuart, M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139-182.
31. Torgesen, J. K., Wagner, R. K., Balthazar, M., Davis, C., Morgan, S., Simmons, K., Stage, S., & Zirps, F. (1989). Developmental and individual differences in performance on phonological synthesis tasks. Journal of Experimental Psychology, 47, 491-505.
32. Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161-181.
33. Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 65-106). Hillsdale, NJ: Erlbaum.
34. Treiman, R., & Weatherston, S. (1992). Effects of linguistic structure on children's ability to isolate initial consonants. Journal of Educational Psychology, 84, 174-181.
35. van Orden, G. C. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory & Cognition, 15, 181-198.
36. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
37. Williams, J. P., Blumberg, E. L., & Williams, D. V. (1970). Cues used in visual word recognition. Journal of Educational Psychology, 61, 310-315.
38. Wise, B. W., Olson, R. K., & Treiman, R. (1990). Subsyllabic units in computerized reading instruction: Onset-rime vs. postvowel segmentation. Journal of Experimental Child Psychology, 49, 1-19.