Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisition |
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| Authors: | Joan A Helfgott |
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| Institution: | University of Connecticut U.S.A. |
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| Abstract: | This study explored the abilities of kindergarten children in segmenting and blending phonemic components of words and the relationship of these abilities to beginning reading acquisition measured by the word recognition subtest of the Wide Range Achievement Test (WRAT) and to auditory discrimination defined by performance on the Wepman Test of Auditory Discrimination. Random assignment of 103 kindergarten children to six experimental groups was used to evaluate phonemic segmentation and blending skills and to one control group to assess the relationship of these skills to auditory discrimination. Each experimental group received training in one of three types of word division (either C-V-C, CV-C or C-VC) for phonemic segmentation and blending in one of two task sequences (either blending first or segmentation first). Results indicate that segmentation is significantly more difficult than blending and that C-V-C is the most difficult of the three types of word division for both segmentation and blending. There were no significant differential effects of the training and control procedures on a pretest and posttest of the Wepman. Follow-up with the WRAT 1 year later indicated that C-V-C segmentation is a highly useful predictor of beginning reading acquisition. Implications for teaching of reading and for the interpretation of Wepman results are included. |
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| Keywords: | Send reprint requests to Joan A Helfgott University of Connecticut U-7 Storrs CT 06268 |
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