| Abstract: | According to many views of literacy development, prereaders use a logographic approach when they attempt to link print and speech. If so, these children should find pairs in which the spelling–pronunciation links are consistent with their writing system no easier to learn than arbitrary pairs. We tested this idea by comparing the ability of U.S. prereaders (M age = 4 years 9 months) to learn phonetically motivated pairs like AP–ape and MA–may and arbitrary pairs like OM–ape and PO–may. In both spelling and reading tasks, children learned the pairs with vowel letter name cues more easily than the arbitrary pairs. Phonetically motivated pairs were especially advantaged when the vowel letter names were at the beginning (e.g., AP–ape) rather than the end (MA–may). Prereaders who have some knowledge about letters, as U.S. preschoolers typically do, are not limited to a logographic approach in learning about print. |
