The Effect of Kana Literacy Acquisition on the Speech Segmentation Unit Used by Japanese Young Children

Journal of Experimental Child Psychology

Volumn 75, Issue 1, 2000, Pages 70-91

  Inagaki, Kayoko ^a   Hatano, Giyoo ^b   Otake, Takashi ^c  

^a CHIBA UNIVERSITY   (Japan)

^b KEIO UNIVERSITY   (Japan)

^c DOKKYO UNIVERSITY   (Japan)

Author keywords

Japanese preschoolers; Literacy; Mora; Speech segmentation; Syllable

Indexed keywords

ARTICLE; FEMALE; HUMAN; JAPAN; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PHONETICS; PRESCHOOL CHILD; READING; SPEECH;

CHILD, PRESCHOOL; FEMALE; HUMANS; JAPAN; LANGUAGE DEVELOPMENT; MALE; PHONETICS; PSYCHOLINGUISTICS; READING; SPEECH;

EID: 0033628614     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1999.2523     Document Type: Article

References (37)

1. Akita, K., & Hatano, G. (1999). Learning to read and write in Japanese. In M. Harris & G. Hatano (Eds.), Learning to read and write: Cross-linguistic perspectives (pp. 214-238). Cambridge: Cambridge Univ. Press.
2. Amano, K. (1986). Acquisition of phonemic analysis and literacy in children. The Annual Report of Educational Psychology in Japan, 27, 142-164. [in Japanese with English summary]
3. Cossu, G., Shankweiler, D., Liberman, I. Y., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.
4. Cutler, A., Mehler, J., Norris, D. G., & Segui, J. (1986). The syllable's differing role in the segmentation of French and English. Journal of Memory and Language, 25, 385-400.
5. Cutler, A., Mehler, J., Norris, D. G., & Segui, J. (1992). The monolingual nature of speech segmentation by bilinguals. Cognitive Psychology, 24, 381-410.
6. Cutler, A., & Norris, D. G. (1988). The role of strong syllables in segmentation for lexical access. Journal of Experimental Psychology: Human Perception & Performance, 14, 113-121.
7. Cutler, A., & Otake, T. (1994). Mora or phoneme? Further evidence for language-specific listening. Journal of Memory and Language, 33, 824-844.
8. Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
9. Durgunoglu, A. Y., & Verhoeven, L. (Eds.). (1998). Literacy development in a multilingual context: Cross-cultural perspective. Mahwah, NJ: Erlbaum.
10. Ehri, L. C. (1993). How English orthography influences phonological knowledge as children learn to read and spell. In R. J. Scholes (Ed.), Literacy and language analysis (pp. 21-43). Hillsdale, NJ: Erlbaum.
11. Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371-385.
12. Fowler, A. E. (1991). How early phonological development might set the stage for phonological awareness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 97-117). Hillsdale, NJ: Erlbaum.
13. Geva, E., Wade-Woolley, L., & Shany, M. (1993). The concurrent development of spelling and decoding in different orthographies. Journal of Reading Behavior, 25, 383-406.
14. Gombert, J. E. (1992). Metalinguistic development. Hemel Hempstead, Herts: Havester Wheatsheaf.
15. Goswami, U. (in press). Phonological representations, reading development and dyslexia: Toward a cross-linguistic theoretical framework. Dyslexia.
16. Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children's orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273-292.
17. Huang, H. S., & Hanley, R. J. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
18. Inagaki, K., & Hatano, G. (1992). Phonological awareness of young children (1): Focus on word segmentation. Paper presented at the 56th annual meeting of the Japanese Psychological Association, Tukuba. [in Japanese]
19. Kubozono, H. (1989). The mora and syllable structure in Japanese: Evidence from speech errors. Language and Speech, 32, 249-278.
20. Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65-92.
21. Mehler, J., Dommergues, J.-Y., Frauenfelder, U., & Segui, J. (1981). The syllable's role in speech segmentation. Journal of Verbal Learning and Verbal Behavior, 20, 298-305.
22. Mehler, J., Jusezyk, P. W., Lambertz, G., Halsted, N., Bertoncini, J. K., & Amiel-Tison, C. (1988). A precursor of language acquisition in young infants. Cognition, 29, 143-178.
23. Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
24. Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Erlbaum.
25. Morais, J., Bertelson, P., Cary, L., & Algeria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45-64.
26. Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phonemes arise spontaneously? Cognition, 7, 323-331.
27. Morais, J., Content, A., Cary, L., Mehler, J., & Segui, J. (1989). Syllable segmentation and literacy. Language and Cognitive Processes, 4, 57-67.
28. National Language Research Institute. (1972). Reading and writing ability in preschool children. Tokyo: Tokyo Shoseki. [in Japanese]
29. Otake, T. (1990). Rhythmic structure of Japanese and syllable structure (Tech. Rep. No. 89, pp. 55-61). Tokyo: Institute of Electronics, Information and Communication Engineers.
30. Otake, T., Hatano, G., Cutler, A., & Mehler, J. (1993). Mora or syllable? Speech segmentation in Japanese. Journal of Memory and Language, 32, 258-278.
31. Otake, T., & Yoneyama, K. (1994). A moraic nasal and syllable structure in Japanese. Proceedings of the International Conference on Spoken Language Processing, 3, 1124-1128.
32. Otake, T., & Yoneyama, K. (1998). Phonological units in speech segmentation and phonological awareness. Proceedings of the International Conference on Spoken Language Processing, 5, 2179-2182.
33. 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.
34. Takahashi, N. (1996). Change of phonological awareness with the acquisition of kana literacy. Paper presented at 38th annual meeting of the Japanese Association of Educational Psychology, Tukuba. [in Japanese]
35. Treiman, R., & Zukowski, A. (1988). Units in reading and spelling. Journal of Memory and Language, 27, 66-85.
36. Walley, A. C. (1993). The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286-350.
37. Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219-249.