Can children and adults focus on sound as opposed to spelling in a phoneme counting task?

Rebecca Treiman A · Marie Cassar

77 citations0/0 files storedDevelopmental Psychology

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

Abstract

Given the well-established link between phonemic awareness and literacy, it is important to better understand the foundations of phonemic awareness. The authors investigated the phoneme counting task, examining the degree to which children reading at a first-grade level and college students can focus on sound as opposed to spelling. In 2 experiments, both groups were found to be sensitive to some phonetic details that are not systematically represented in print. They had some ability to distinguish between monophthongs (as in he) and diphthongs (as in how), and they tended to count fewer "sounds" for syllables ending with the more sonorous (or vowel-like) consonant/r/than for syllables ending with less sonorous consonants. However, print-related knowledge also affected both groups. Even children judged syllables that were the names of letters to contain fewer "sounds" than syllables that were not letter names.

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1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1991Phonological skills and learning to read 1990The role of the sonority cycle in core syllabification 1987Wide Range Achievement Test-Revised 1974Explicit syllable and phoneme segmentation in the young child 2015Syllable-Based Generalizations in English Phonology 1992Persistence of dyslexics' phonological awareness deficits.1993Beginning to Spell

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