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Onsets and rimes as units of spoken syllables: Evidence from children · Study

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ArticleOnsets and rimes as units of spoken syllables: Evidence from children

Rebecca Treiman A1985

Article1985

Onsets and rimes as units of spoken syllables: Evidence from children

Rebecca Treiman A

328 citations·0/0 files stored·Journal of Experimental Child Psychology

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

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Citations in this library

Stored only when both papers are in the corpus — 328 citations exist upstream.

References

1968The Sound Pattern of English 1985Reading Research Advances in Theory and Practice 1974Explicit syllable and phoneme segmentation in the young child 1971The non-anomalous nature of anomalous utterances 1971The structure of English orthography . By Richard L. Venezky (Janua linguarum, series minor, 82.) The Hague: Mouton, 1970. Pp. 159. f 17.00.1982Progress in Learning Disabilities 1980Learning to read: an unnatural act

Cited by

1993Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers.1998PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS 2003Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations 1997What is the pronunciation for -ough and the spelling for /u/? A database for computing feedforward and feedback consistency in English 1992Frequency and neighborhood effects on lexical access: Lexical similarity or orthographic redundancy?1990Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters 1987Acoustic-phonetic representations in word recognition 1997Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills

Details

Year1985

Typearticle

Published1985-02-01

VenueJournal of Experimental Child Psychology

ISSN-L0022-0965

Languageen

Citations328

Files0 public / 0

ShelfReading and Literacy Development

Identifiers

doi10.1016/0022-0965(85)90034-7

openalex_workW2043059581

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