Two experiments used phoneme counting tasks to investigate the foundations of phonemic awareness. Found that first graders and college students had some ability to distinguish between monophthongs (as in "he") and diphthongs (as in "how"), and they tended to count fewer "sounds" for syllables ending with the more…

Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade…

Examines young children's ability to use simple morphological relations among words as a source of information about the words' spelling. Found that children used morphological relations among words only to a small extent. Suggests that although phonology plays an important role in early spelling, young children can also use other sources of…