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Age and Schooling Effects on Early Literacy and Phoneme Awareness
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Cunningham, Anna; Carroll, Julia – Journal of Experimental Child Psychology, 2011
Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling at 6 years of age, and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing 4 to 6 year-olds (first 2 years of formal schooling in the United…
Descriptors: Age Differences, Phonemes, Beginning Reading, Foreign Countries
In the Beginning Was the Rhyme? A Reflection on Hulme, Hatcher, Nation, Brown, Adams, and Stuart (2002).
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Goswami, Usha – Journal of Experimental Child Psychology, 2002
Describes phonological sensitivity at different grain sizes as a good predictor of reading acquisition in all languages. Presents information on development of phonological sensitivity for syllables, onsets, and rimes. Illustrates that phoneme-level skills develop fastest in children acquiring orthographically consistent languages with simple…
Descriptors: Age Differences, Beginning Reading, Children, Comparative Analysis
Decoding and Comprehension Skills in Turkish and English: Effects of the Regularity of Grapheme-Phoneme Correspondences.
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Oney, Banu; Goldman, Susan R. – Journal of Educational Psychology, 1984
Decoding and comprehension skills were assessed for Turkish and American first and third graders. Twenty students in each group were tested on a pseudoword vocalization task and on a paragraph comprehension task. The data suggest that languages with more regular letter-sound correspondences lead to faster acquisition of decoding skills. (Author/BS)
Descriptors: Age Differences, Analysis of Variance, Beginning Reading, Cross Cultural Studies
Young Children's Letter-Sound Knowledge.
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Dodd, Barbara; Carr, Alex – Language, Speech, and Hearing Services in Schools, 2003
This study with 83 normally developing children (ages 4-6) compared three essential skills in early literacy, letter-sound recognition, letter-sound recall, and letter reproduction. Children performed better in letter-sound recognition than in letter-sound recall and letter reproduction. There were no performance differences due to sex or age.…
Descriptors: Age Differences, Basic Skills, Beginning Reading, Communication Disorders
A Developmental Investigation of Word Length Effects in Reading Using a New On-Line Word Identification Paradigm
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Bijeljac-Babic, Ranka; Millogo, Victor; Farioli, Fernand; Grainger, Jonathan – Reading and Writing: An Interdisciplinary Journal, 2004
Third and fifth grade children (average age 8.6 and 10.6 years) and adult participants were tested with printed words of varying length in a new on-line identification task (the luminance increment paradigm, LIP) and a speeded naming task. Effects of general length (length in letters, phonemes and syllables) were shown to decrease systematically…
Descriptors: Grade 5, Grade 3, Phonemes, Models
Pre-School Children's Knowledge of Phoneme-Grapheme Correspondences.
Lamb, Pose – 1979
The performance of 68 preschool children, ages three (28), four (21), and five (19), on selected phoneme-grapheme correspondence tasks was analyzed for age and sex differences in two stages of data collection. First, the children spelled their first names and the initial of their last names with letters on a magnetic board, after which they…
Descriptors: Academic Ability, Age Differences, Beginning Reading, Child Development