Acoustic-phonetic skills and reading: Kindergarten through twelfth grade.

Calfee, Robert C.; Lindamood, Patricia; Lindamood, Charles H.

doi:10.1037/h0034586

Cited by 182 publications

(88 citation statements)

References 3 publications

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“…Consistent with the view that phonemic analysis is critical in the acquisition of spelling-sound rules, which are important for reading success, measures of phonemic-analysis ability correlate with scores on standard reading tests (e.g., Calfee et al, 1972;Calfee, Lindamood, & Lindamood, 1973;Firth, 1972;Fox & Routh, 1975;Helfgott, 1976;Jusczyk, 1977;Rosner & Simon, 1971). Furthermore, phonemic analysis correlates more highly with ability to use spellingsound rules than with ability to use word-specific associations (Baron & Treiman, 1980;Treiman & Baron, 1981).…”

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confidence: 77%

Phonemic-analysis training helps children benefit from spelling-sound rules

1983

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It has been frequently suggested that the ability to analyze spoken words into phonemes facilitates children's learning of spelling-sound rules. This research attempts to demonstrate that link by showing that phonemic-analysis training helps children take advantage of spellingsound rules in learning to read. In two experiments, preschool and kindergarten prereaders participated in an analysis condition and a control condition on each of 4 test days. In the analysis condition, children learned to segment (and in Experiment 2, also to blend) selected spoken syllables. In the control condition, they merely repeated syllables. Children were then introduced to printed items that corresponded to the spoken syllables with which they had worked. The pronunciation of the "related" item could be deduced from those of other printed items in the set; the pronunciation of the "unrelated" item could not be so deduced. Both experiments revealed a significant interaction between condition (analysis vs. control) and item type (related vs. unrelated). In the control condition, children tended to make more errors on the related item than on the unrelated item; in the analysis condition, they tended to make fewer errors on the related item than on the unrelated item. These results suggest a causal link between the ability to analyze spoken syllables and the ability to benefit from spelling-sound relations in reading.

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confidence: 77%

Phonemic-analysis training helps children benefit from spelling-sound rules

1983

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“…Basically, PA represents a listener's sensitivity to individual phonemes, as measured by a variety of tasks (e.g., simple detection, odd-one-out, deletion, blending) that typically differ in linguistic focus (syllables, rimes, onsets, and phonemes). PA has been suggested to improve over early speech development and to play a role in later reading acquisition (Bradley & Bryant, 1978;Calfee, Lindamood, & Lindamood, 1973;Goswami & Bryant, 1990;Wagner & Torgesen, 1987;Wagner, Torgesen, & Rashotte, 1994; but see Castles & Coltheart, 2004). Indeed, poor readers typically demonstrate relatively poor PA compared with normal/good readers in English (Bruck, 1992;Snowling, 2001) and other languages Kim, Davis, Burnham, & Luksaneeyanawin, 2004).…”

Section: Introductionmentioning

confidence: 99%

Are tones phones?

Burnham

Kim

Davis

et al. 2011

Journal of Experimental Child Psychology

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“…Longitudinal data point to the possibility that early phonological processing deficits can have lasting costs on reading performance. For example, Calfee, Lindamood, and Lindamood, (1973) reported that first-grade performance on a phoneme deletion task correlated with reading achievement through the twelfth grade and Bell and Perfetti (1994) reported that phonological skill distinguished more and less skilled readers even at the college level. Phonological awareness has also been found to correlate with reading difficulties in participants in ABE programs.…”

Section: Introductionmentioning

confidence: 99%

The use of phonological, orthographic, and contextual information during reading: a comparison of adults who are learning to read and skilled adult readers

Binder

Borecki

2007

Read Writ

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The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone, as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition. The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to read use phonological codes during word recognition, but they do so less efficiently than skilled readers.

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Acoustic-phonetic skills and reading: Kindergarten through twelfth grade.

Cited by 182 publications

References 3 publications

Phonemic-analysis training helps children benefit from spelling-sound rules

Phonemic-analysis training helps children benefit from spelling-sound rules

Are tones phones?

The use of phonological, orthographic, and contextual information during reading: a comparison of adults who are learning to read and skilled adult readers

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