Acquiring the alphabetic principle : a case for teaching recognition of phoneme identity

  title={Acquiring the alphabetic principle : a case for teaching recognition of phoneme identity},
  author={Brian Byrne and Ruth Fielding‐Barnsley},
  journal={Journal of Educational Psychology},
Studied how two components of phonemic awareness recognition of phenomene identity across words and recognition of phonemic segmentation within words, influence acquisition of the alphabetic principle in preliterate children 

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What’s Hot in Literacy? Phonics and Phonemic Awareness

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in

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Documented cases of individuals who are fluent in the acarne skill of talking backwards can be divided into two groups (Cowan, Braine & Leavitt, 1985; Cowan & Leavitt, 1982; Cowan, Leavitt, Massaro &

The effects on the phonological processing skills of disabled readers of participating in direct instruction reading programs

This thesis examines the effects of phonics-emphasis Direct Instruction reading programs on the phonological processes of students with teacher-identified reading problems in nine northern and

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The findings suggested that children's full understanding of the alphabetic principle is not affected by orthographic transparency and that it is the result of a process involving two levels of conceptual change.

Gaining Alphabetic Insight: Is Phoneme Manipulation Skill or Identity Knowledge Causal?.

The type of phoneme awareness that supports reading acquisition has been unclear. Phoneme awareness is usually operationalized as skill in manipulating phonemes in blending and segmentation tasks.

Explicit Instruction in Decoding Benefits Children High in Phonemic Awareness and Alphabet Knowledge

A study of 32 children who had been trained to a high level in phonemic awareness and alphabet knowledge over a 12-week period at preschool supports the contention that explicit instruction in decoding is helpful even when children have high levels of phonemic aware.



Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle.

Cinq experiences analysent l'acquisition du principe de l'alphabet chez des enfants de 3 a 5 ans du point de vue des phonemes, des lettres et de leurs associations entre des mots nouveaux (phonemes

Categorizing sounds and learning to read—a causal connection

Children who are backward in reading are strikingly insensitive to rhyme and alliteration1. They are at a disadvantage when categorizing words on the basis of common sounds even in comparison with

Onsets and rimes as units of spoken syllables: evidence from children.

  • R. Treiman
  • Linguistics, Physics
    Journal of experimental child psychology
  • 1985

On Interpreting the Error Pattern in Beginning Reading

The error pattern in beginning reading was examined from two perspectives: the location of a misread consonant or vowel segment within the syllable and the phonetic relationship between a consonant

Evaluation of long term effects of phonemic awareness training in kinderarten: Illustrations of some methodological problems in evaluation research

The long-term effects of phonemic awareness training in kindergarten were evaluated by studying various aspects of reading, spelling, and oral phonological skills in school. In the kindergarten-part

Teaching Decoding With an Emphasis on Phoneme Analysis and Phoneme Blending

This article describes a project that integrated basic educational research, the development of an instructional program, and its evaluation in a classroom setting. The program, called The ABDs of