The influences of syllable structure and reading ability on the development of phoneme awareness: A longitudinal, cross-linguistic study

Scientific Studies of Reading

Volumn 14, Issue 5, 2010, Pages 464-484

  Caravolas, Markéta ^a   Landerl, Karin ^b  

^a BANGOR UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF TÜBINGEN   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77956850238     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888430903034804     Document Type: Article

References (42)

1. Baayen, R. H., Piepenbrock, R., & Gulikers, L. (1996). CELEX2. Linguistic Data Consortium, Phila-delphia.
2. Bentin, S. (1993). On the interaction between phonological awareness and reading acquisition: It's a two-way street. Annals of Dyslexia, 43, 125-148.
3. Bruck, M., & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters. Journal of Experimental Child Psychology, 50, 156-178.
4. Burgess, S. R., & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and pre-reading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70,117-141.
5. Byrne, B. (1998). The foundation of literacy: The child's acquisition of the alphabetic principle. Hove, UK: Psychology Press.
6. Caravolas, M., & Bruck, M. (1993). The effect of oral and written language input on children's phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 1-30.
7. Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.
8. Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 9, 77-111.
9. Content, A., Kolinsky, R., Morais, J., & Bertelson, P. (1986). Phonetic segmentation in prereaders: Effect of corrective information. Journal of Experimental Child Psychology, 42, 49-72.
10. Cossu, G., Shankweiler, D., Liberman, I., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.
11. Duncan, L. G., Colé, P., Seymour, P. H., & Magnan, A. (2006). Differing sequences of metaphonological development in French and English. Journal of Child Language, 33, 369-399.
12. Durgunodlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11, 281-299.
13. Ehri, L. C. (1979). Linguistic insight: Threshold of reading acquisition. In G. E. MacKinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 1, pp. 63-114). London, UK: Academic Press.
14. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, 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.
15. Fowler, A. (1991). How early phonological development might set the stage for phoneme awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonologica lprocessesin literacy (pp.96-117). Hillsdale, NJ: Erlbaum.
16. Gombert, J. E. (1992). Metalinguistic development. London, UK: Harvester-Wheatsheaf.
17. González, J. E. J., & García, C. R. H. (1995). Effects of word linguistic properties on phonological awareness in Spanish children. Journal of Educational Psychology, 87, 193-201.
18. Hulme, C., Caravolas, M., Málková, G., & Brigstocke, S. (2005). Phoneme isolation ability is not simply a consequence of letter-sound knowledge. Cognition, 97, B1-B11.
19. Kuèera, H., & Monroe, G. K. (1968). A comparative quantitative phonology of Russian, Czech, and German. New York, NY: Elsevier.
20. Landerl, K. (2000). Influences of orthographic consistency and reading instruction on the development of nonword reading skills. European Journal of Psychology of Education, 15, 239-257.
21. Lukatela, K., Carello, C., Shankweiler, D., & Liberman, I. Y. (1995). Phonological awareness in illiterates: Observations from Serbo-Croatian. Applied Psycholinguistics, 16, 465-487.
22. Mann, V., & Wimmer, H. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing, 15, 653-682.
23. Mattys, S. L., & Jusczyk, P. W. (2001). Phonotactic cues for segmentation of fluent speech by infants. Cognition, 78, 91-121.
24. Mattys, S. L., White, L., & Melhorn, J. F. (2005). Integration of multiple speech segmentation cues: A hierarchical framework. Journal of Experimental Psychology: General, 134, 477-500.
25. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
26. Menyuk, P., & Menn, L. (1979). Early strategies for the perception and production of words and sounds. In P. Fletcher & M. Garnam (Eds.), Language acquisition (pp. 49-70). Cambridge, UK: Cambridge University Press.
27. Metsala, J. L., & Walley, A. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120).Hillsdale, NJ: Erlbaum.
28. Morais, J., Cary, L., Alegria, J., and Bertelson, P., (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
29. Muter, V., Hulme, C., Snowling, M., & Stevenson, J. (2004). Phonemes, rimes and language skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 663-681.
30. Nittrouer, S., Studdert- Kennedy, M., & McGowan, R. S. (1989). The emergence of phonetic segments: Evidence from the spectral structure of fricative-vowel syllables spoken by children and adults. Journal of Speech and Hearing Research, 32, 120-132.
31. Pierrehumbert, J. (2003). Phonetic diversity, statistical learning, and the acquisition of phonology. Language and Speech, 46, 115-154.
32. Raven, J. C., Court, J. H., & Raven, J. (1998). Coloured Progressive Matrices (11th ed.). Oxford, UK: Oxford Psychologists Press.
33. Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic reading. Cognition, 24, 31-44.
34. Saiegh- Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, 559-582.
35. Sligh, A. C., & Conners, F. A. (2003). Relation of dialect to phonological processing: African American Ver-nacular English vs. Standard American English. Contemporary Educational Psychology, 28, 205-228.
36. Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
37. 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.
38. Ventura, P., Kolinsky, R., Fernandes, S., Querido, L., & Morais, J. (2007). Lexical restructuring in the absence of literacy. Cognition, 105, 334-361.
39. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: Evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
40. Walley, A. (2005). Speech perception in childhood. In D. B. Pisoni & R. E. Remez (Eds.), The handbook of speech perception (pp. 449-468). Oxford, UK: Blackwell.
41. Walley, A., Smith, L., & Jusczyk, P. (1986). The role of phonemes and syllables in the perceived similarity of speech sounds for children. Memory and Cognition, 14, 220-229.
42. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.