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| Phoneme Grapheme… | 2 |
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| Tincoff, Ruth | 3 |
| Treiman, Rebecca | 3 |
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| Mouzaki, Angeliki | 1 |
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Peer reviewedTreiman, Rebecca; Tincoff, Ruth; Rodriguez, Kira; Mouzaki, Angeliki; Francis, David J. – Child Development, 1998
Two studies examined young children's knowledge of letters' sounds and names and preschoolers' ability to learn various sound-letter mappings. Findings indicated that an important determinant of letter-sound knowledge is whether the sound occurs in the name of the letter, and its location. Children used knowledge of letters' names when learning…
Descriptors: Knowledge Level, Learning Strategies, Letters (Alphabet), Phoneme Grapheme Correspondence
Peer reviewedTreiman, Rebecca; Tincoff, Ruth – Journal of Experimental Child Psychology, 1997
Studied whether kindergartners and first graders spell a sequence of phonemes with the corresponding consonant letter rather than spelling the sequence alphabetically with a consonant letter followed by a vowel. Found that children made letter-name spelling errors, especially when the consonant and vowel formed a complete syllable, showing that…
Descriptors: Graphemes, Letters (Alphabet), Phoneme Grapheme Correspondence, Spelling
Peer reviewedTreiman, Rebecca; Broderick, Victor; Tincoff, Ruth; Rodriguez, Kira – Journal of Experimental Child Psychology, 1998
Three studies examined linguistic factors influencing preschooler's phonemic awareness task performance. Results indicated no performance differences between fricatives and stops. Subjects were more likely to mistakenly judge that syllables began with a target phoneme when the initial phoneme differed from the target only in voicing than when it…
Descriptors: Consonants, Language Research, Performance Factors, Phonemes
