Phonological Awareness Development as a Discrete Process: Evidence for an Integrative Model

Jerrell C. Cassady · Lawrence L. Smith · S. Michael Putman

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

The theoretical and practical implications of examining young children's acquisitions of phonological awareness skills with specific and differentiated processing tasks are explored in this study. The study presents data from 269 kindergarten children completing a phonological awareness protocol that provided information on 14 discrete phonological awareness skills. The data supported the assertion that phonological awareness develops in a gradual and continuous fashion and illustrated the importance of measuring phonological awareness while controlling for the effects of task difficulty, linguistic complexity, and phoneme position within syllables. In addition, three general patterns of literacy development were confirmed in these analyses that frame the integrated model of phonological awareness development.

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1991Handbook of reading research 1998Preventing Reading Difficulties in Young Children 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1990Beginning to read: thinking and learning about print 1983Stages of reading development 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1984Assessing phonological awareness in kindergarten children: Issues of task comparability

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