Acquisition of blending skills: Comparisons among body-coda, onset-rime, and phoneme blending tasks

Reading Psychology

Volumn 25, Issue 4, 2004, Pages 261-272

  Cassady, Jerrell C ^a   Smith, Lawrence L ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 10244264818     PISSN: 02702711     EISSN: None     Source Type: Journal    
DOI: 10.1080/02702710490512307     Document Type: Article

References (30)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Cassady, J. C., & Smith, L. L. (2004). The impact of a reading-focused integrated learning system on phonological awareness in kindergarten. Journal of Literacy Research, 35, 947-964.
3. Cassady J. C., & Smith, L. L. (2003). Development of phonological awareness: The trouble with middle sounds. National Reading Conference Yearbook, 52, 139-149.
4. Cassady, J. C., Popplewell, S. R., Walker, C. A., Bouserman, K., Jordan, F., & Smith, L. L. (2002). Developmental Models of Phonological and Phonemic Awareness: A Comparison and Reformulation. Paper presented at the National Reading Conference 2002 Annual Meeting, Miami, FL.
5. Dow, M. L., & Dewing, B. L. (1989). Experimental evidence for a syllable-internal structure. In E. F. K. Koerner (Gen. Ed.) & R. Corrigan, F. Eckman, & M. Noonan (Vol. Ed.), Linguistic categorization: Current issues in linguistic theory (Vol. 61, pp. 81-92). Philadelphia, Jonh Benjamin's.
6. Ehri, L., Nunes, S., Willows, D. Schuster, B. B., Yaghoub-Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
7. Fox, B., & Routh, D. K. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study, Journal of Psycholinguistic Research, 4(4), 331-342.
8. Fudge, E. (1987). Branching structure within the syllable. Linguistics, 23, 359-377.
9. Goswami, U. (2000). Phonological and lexical processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, (Vol. 3, pp. 251-268. Mahwah, N|: LEA.
10. Hayes, B. (1989). Compensatory lengthening in moraic phonology. Linguistic Inquiry 20, 253-306.
11. Hyman, L. M. (1985). A theory of phonological weight. Dordrecht: Foris.
12. Iverson, G. K., & Wheeler, D. W. (1989). Phonological categories and constituents. In E. F. K. Koerner (Gen. Ed.) & R. Corrigan, F. Eckman, & M. Noonan (Vol. Ed.), Linguistic categorization: Current issues in linguistic theory (Vol. 61, pp. 93-114). Philadelphia, Jonh Benjamin's.
13. Kelly, M. H. (1998). To "brunch" or to "brench": Some aspects of blend structure. Linguistics, 36, 579-590.
14. Kessler, B., & Treiman, R. (1997). Syllable structure and the distribution of phonemes in English syllables. Journal of Memory and Language, 37, 295-311.
15. Liberman, A. M. (1973). The speech code. In G. A. Miller (Ed.), Communication, language, and meaning (pp. 128-140).
16. MacKay, D. G. (1972). The structure of words and syllables: Evidence from errors in speech. Cognitive Psychology, 3, 210-227.
17. Moustafa, M. (1995). Children's productive phonological recoding. Reading Research Quarterly, 30, 464-476.
18. Murray, B. A., Brabham, E. G., Villaume, S. K., & Veal, M. (2002, December). The effect of three segmentation options on ease of blending for prealphabetic and partial alphabetic readers. Paper presented at the 2002 National Reading Conference, Miami, FL.
19. Randolph, M. A. (1989). Syllable-based constraints on properties of English sounds. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge, MA.
20. Seymore, P. H. K., Duncan, L. G., & Bolik, F. M. (1999). Rhymes & phonemes in the common unit task: Replications and implications for beginning reading. Journal of Research in Reading, 22(2), 113-130.
21. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
22. Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
23. Stanovich, K. E., Cunningham, A. E., & Gramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
24. Treiman, R. (1983). The structure of spoken syllables: Evidence from novel word games. Cognition, 15, 49-74.
25. Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 93, 161-181.
26. Treiman, R., & Kessler, B. (1995). In defense of an onset-rime syllable structure for English. Language and Speech, 38(2), 127-142.
27. Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, NJ: Erlbaum.
28. Treiman, R., & Zukowski, A. (1996). Children's sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193-215.
29. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.
30. Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 130-143.