Phonological awareness,speech development,and letter knowledge in preschool children |
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| Authors: | Virginia A Mann Judith G Foy |
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| Institution: | (1) Department of Cognitive Sciences, School of Social Sciences, University of California, Irvine, 92697-5100 Irvine, CA;(2) Loyola Marymount University, Los Angeles, California |
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| Abstract: | Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt
to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological
awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated
with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with
letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme
judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor
in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography,
and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development,
phoneme awareness more clearly associates with the products of literacy experience. |
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