This study examined the psycholinguistic implications of using either of two different types of orthography--syllabic and roman--in Native language programs for Cree children with regard to readability, learnability, and the transfer of reading skills to and from reading in an official language (English or French). This study can also be applied…

Forty-eight kindergarten children were assigned to phoneme identity, phoneme manipulation, or language experience programs. Children in the manipulation program made greater gains in blending and segmentation, but children in the phoneme identity condition made greater gains on a test of phonetic cue reading. Implications for reading instruction…

Reports results of four experiments testing whether syllable structure affects children's performance in phonemic analysis tasks and in other reading related tasks. The experiments were motivated by theories that syllables consist of an onset (initial consonant or consonant cluster) and a rime (vowel and any following consonants). (AS/Author)

Speech research suggests why phoneme segmentation is more difficult than syllable segmentation. This study provides direct evidence of a developmental ordering of syllable and phoneme segmentation abilities in the young child. By means of a task which required preschool, kindergarten, and first grade children to tap out the number of segments in…

Reponses of poor, average, and good spellers at different age levels to a phonemic segmentation test containing nondigraph pseudowords and to an experimental spelling test containing exception, ambiguous, regular, and pseudowords suggested that the average and good spellers made fewer and more phonetically accurate errors than the poor spellers.…

Results of a study of children's performance on pseudohomophone naming, similarity judgment, and lexical decision suggest that training in pinyin, a system for spelling Chinese words in Latin letters, helps child readers pronounce unfamiliar words, and makes them more responsive to visual information but less precise in word recognition.…

Four moderately mentally retarded students, aged 8-13, were instructed in a basic skills reading program which emphasized a phonemic alphabet, pictorial cueing, and stimulus manipulation techniques. The training improved the Dutch students' ability to read one- and two-syllable words, and was generalizable to untrained words of the same…

Explored the notion that children's difficulty in reading is a sign of a general inability to selectively attend to parts of perceptual wholes. Children and adults classified triads of spoken syllables and visual objects. Classification of speech was related to reading and spelling ability, but not to classification of visual stimuli. (BC)