Hostname: page-component-54dcc4c588-5q6g5 Total loading time: 0 Render date: 2025-09-11T07:49:24.678Z Has data issue: false hasContentIssue false
  • English
  • Français

Phonemic segmentation skill and spelling acquisition

Published online by Cambridge University Press:  28 November 2008

Mary Rohl  and
William E. Tunmer
Mary Rohl*
Affiliation:
The University of Western Australia
William E. Tunmer
Affiliation:
The University of Western Australia
*
Mary Rohl, Department of Education, The University of Western Australia, Nedlands 6009, Western Australia
Get access Rights & Permissions [Opens in a new window]

Abstract

A spelling-age match design was used to test the hypothesis that deficits in phonologically related skills may be causally related to difficulties in acquiring basic spelling knowledge. Poor grade 5 spellers, average grade 3 spellers, and good grade 2 spellers matched on a standardized spelling test, and a group of good grade 5 spellers matched by chronological age with the poor grade 5 spellers were administered a phonemic segmentation test containing nondigraph pseudowords and an experimental spelling test containing words of the following four types: exception, ambiguous, regular, and pseudowords. Consistent with the hypothesis, it was found that when compared with the poor spellers, the average and good spellers performed better on the phonemic segmentation task, made fewer errors in spelling pseudowords, and made spelling errors that were more phonetically accurate.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 9 , Issue 4 , December 1988 , pp. 335 - 350
Copyright
Copyright © Cambridge University Press 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Backman, J. E., Mamen, M., & Ferguson, H. B. (1984). Reading level design: Conceptual and methodological issues in reading research. Psychological Bulletin, 96, 560–568.CrossRefGoogle ScholarPubMed
Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature, 271, 746–747.CrossRefGoogle ScholarPubMed
Bradley, L., (1983). Categorising sounds and learning to read: A causal connection. Nature, 301, 419–421.CrossRefGoogle Scholar
Bryant, P. B., & Bradley, L. B. (1985). Children's reading problems: Psychology and education. Oxford: Basil Blackwell.Google Scholar
Carroll, J., Davies, P., & Richman, B. (1971). The American heritage word frequency book. Boston: Houghton Mifflin.Google Scholar
Critchley, M., & Critchley, E. A. (1978). Dyslexia defined. London: Heinmann Medical Books.Google Scholar
Dunn, L. M., & Dunn, L. (1981). Peabody Picture Vocabulary Test. Circle Pines, MN: American Guidance Service.Google Scholar
Ehri, L. (1984). How orthography alters spoken language competences in children learning to read and spell. In Downing, J. & Valtin, R. (Eds.), Language awareness and learning to read. New York: Springer-Verlag.Google Scholar
Ehri, L. (1986). Sources of difficulty in learning to spell and read. In Wolraich, M. L. & Routh, D. (Eds.), Advances in developmental and behavioral pediatrics. Greenwich, CT: Jai.Google Scholar
Fox, B., & Routh, D. K. (1976). Phonemic analysis and synthesis as word attack skills. Journal of Educational Psychology, 68, 70–74.CrossRefGoogle Scholar
Fox, B., (1980). Phonemic analysis and severe reading disability in children. Journal of Psycholinguistic Research, 9, 115–119.CrossRefGoogle Scholar
Fox, B., (1983). Reading disability, phonemic analysis, and dysphonetic spelling: A follow-up study. Journal of Clinical Child Psychology, 12, 28–32.CrossRefGoogle Scholar
Hanna, P. R., Hanna, J. S., Hodges, R. E., & Rudorf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: U.S. Government Printing Office.Google Scholar
Jastak, J. F., Bijou, S. W., & Jastak, S. (1978). The Wide Range Achievement Test. Wilmington, DE: Jastak.Google Scholar
Juel, J., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243–255.CrossRefGoogle Scholar
Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orion Society, 23, 65–77.Google Scholar
Lundberg, I., Olofsson, A., & Wall, S. (1981). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.CrossRefGoogle Scholar
Morais, J., Allegria, J., & Content, A. (1987). The relationship between segmental analysis and alphabetic Iliteracy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415–438.Google Scholar
Nelson, H. (1980). Analysis of spelling errors in normal and dyslexic children. In Frith, U. (Ed.), Cognitive processes in spelling. London: Academic.Google Scholar
Olofsson, A., & Lundberg, I. (1985). Evaluation of long term effects of phonemic awareness training in kindergarten: Illustrations of some methodological problems in evaluation research. Scandinavian Journal of Psychology, 26, 21–24.CrossRefGoogle Scholar
Perin, D. (1983). Phonemic segmentation and spelling. British Journal of Psychology, 74, 129–144.CrossRefGoogle Scholar
Rourke, B. P., & Orr, R. R. (1977). Prediction of the reading and spelling performances of normal and retarded readers: A four-year follow-up. Journal of Abnormal Child Psychology, 5, 9–20.CrossRefGoogle ScholarPubMed
Rutter, M., Tizard, J., Yule, W., Graham, P., & Whitmore, K. (1976). Research report: Isle of Wight Studies, 1964–1974. Psychological Medicine, 5, 313–332.CrossRefGoogle Scholar
Shankweiler, D., & Crain, S. (1986). Language mechanisms and reading disorder: A modular approach. Cognition, 24, 139–168.CrossRefGoogle ScholarPubMed
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76(6), 1309–1324.CrossRefGoogle Scholar
Siegel, L. S., & Ryan, E. B. (1984). Reading disability as a language disorder. Remedial and Special Education, 5, 28–33.CrossRefGoogle Scholar
Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia. Psychological Research, 43, 219–234.CrossRefGoogle ScholarPubMed
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.CrossRefGoogle Scholar
Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.CrossRefGoogle Scholar
Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Intelligence, cognitive skills and early reading progress. Reading Research Quarterly, 14, 278–303.CrossRefGoogle Scholar
Torneus, M. (1984). Phonological awareness and reading: A chicken and egg problem? Journal of Educational Psychology, 76, 1346–1358.CrossRefGoogle Scholar
Treiman, R. (1986). The role of intra-syllabic units in learning to read and spell. Paper presented at the Conference on the Process of Reading Acquisition, Center for Cognitive Science, University of Texas, Austin.Google Scholar
Treiman, R., & Baron, J. (1983). Phonemic analysis training helps children benefit from spelling-sound rules. Memory and Cognition, 11(4), 382–389.CrossRefGoogle ScholarPubMed
Tunmer, W. E., & Nesdale, A. R. (1982). The effects of digraphs and pseudowords on phonemic segmentation in young children. Applied Psycholinguistics, 3, 299–311.CrossRefGoogle Scholar
Tunmer, W. E.,(1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417–427.CrossRefGoogle Scholar
Venezky, R. (1970). The structure of English orthography. The Hague: Mouton.CrossRefGoogle Scholar
Waters, G. S., Bruck, M., & Seidenberg, M. (1985). Do children use similar processes to read and spell words? Journal of Experimental Child Psychology, 39, 511–530.CrossRefGoogle Scholar
Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1–15.CrossRefGoogle ScholarPubMed
Zifcak, M. (1981). Phonemic awareness and reading acquisition. Contemporary Educational Psychology, 6, 117–126.CrossRefGoogle Scholar