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Peer reviewedByrne, Brian – Applied Psycholinguistics, 1996
Examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. Results indicate that most preliterate children do not select phonologically based hypotheses, but instead focus on morphophonology and/or semantic aspects of words' referents. (40…
Descriptors: Child Language, Hypothesis Testing, Learning Theories, Phonology
Peer reviewedByrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups
