Changes in letter sound knowledge are associated with development of phonological awareness in pre‐school children

Judith G. Foy · Virginia A. Mann

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

Abstract

Letter sound knowledge, which, together with phonological awareness, is highly predictive of pre‐school children's reading acquisition, derives from children's knowledge of their associated letter names and the phonological patterns of those names. In this study of 66 monolingual pre‐school children we examined whether phonological patterns between letter names and their associated sounds might be differentially associated with aspects of phonological awareness. Results suggest that rudimentary levels of phonological awareness may facilitate the learning of letter sound associations. However, more explicit phonological awareness appears to be linked bi‐directionally with letter sound knowledge with diverse name‐sound associations, with letter sound associations that do not follow regular patterns (e.g. ‘juh’ for ‘j’ and ‘huh’ for ‘h’) most closely associated with performance in more complex phoneme awareness tasks.

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References

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2012Executive function and early reading skills 2007Speech development patterns and phonological awareness in preschool children 2014An investigation of factors associated with letter-sound knowledge at kindergarten entry 2008Learning to label letters by sounds or names: A comparison of England and the United States 2012IRTs of the ABCs: Children's letter name acquisition

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