Phonemic awareness instruction: Effects of letter manipulation and articulation training on learning to read and spell
Item
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Title
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Phonemic awareness instruction: Effects of letter manipulation and articulation training on learning to read and spell
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Identifier
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d_2009_2013:05ae186e9fc7:10549
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identifier
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10804
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Creator
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Boyer, Nancy Elaine,
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Contributor
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Linnea C. Ehri
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Reading instruction | Curriculum development | acquisition of word reading | articulation awareness and reading | nonword repetition | phoneme segmentation instruction | spelling instruction
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Abstract
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This study investigated the effect of two types of phonemic awareness instruction on learning to read and spell words. English speaking preschoolers were taught to segment words into phonemes using either letters or letters combined with articulation pictures. Participants possessed letter name knowledge but were nonreaders prior to training. Triplets were formed based on similar scores on the segmentation, word reading and vocabulary pretests and members were randomly assigned to three conditions: letter manipulation only (LO), letter manipulation plus articulation (LPA), and no treatment control conditions. LO children were taught letter-sound correspondences and use of letters to spell phonemes in words. LPA children received LO training and in addition the use of articulatory pictures to spell phonemes. Control children remained in their classrooms.;Posttests were administered one and seven days after training ended. The three groups were compared in their ability to segment words into phonemes, to learn to read a set of words over trials, to decode nonwords, to invent word spellings and to repeat nonwords. Binomial logistic regressions and ANCOVAs were computed to assess the effects of training. Results demonstrated that trained children outperformed controls in phoneme segmentation, spelling, word learning, nonword decoding and nonword repetition. LPA children outperformed LO children in spelling on the one-day posttest but not on the seven-day posttest. LPA children outperformed LO children in phoneme segmentation and word learning at both tests points and in nonword decoding on the one-day posttest. Trained children demonstrated equivalent performance on the one-day nonword repetition posttest.;The results help to clarify the phonemic processes that underlie and support reading words from memory, as portrayed in Ehri's (1995) theory of sight word learning. The favored explanation for the effect of articulatory training on word learning is that it enhanced the identities of phonemes within phonological representations and this allowed phonemes to become more securely attached to letters as connections were formed during word learning. Superior performance of treatment groups over controls in repeating nonwords suggests that learning to represent phonemes with letters improves phonological short-term memory.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
