The effects of the phonological similarity between a letter sound and the sound in a spoken word, and phonological awareness on letter-sound learning were examined. Two groups of 41 kindergartners were taught four letter sounds. First, both groups had to learn the associations between four symbols and four familiar words. Next, both groups were…

Three studies were conducted to investigate changes in global procedures (memory for a whole word), component procedures (memory for a letter in a word), and serial procedures (memory for a letter sequence in a word) as a function of learning to read. (PCB)

Reports an experiment on the rapid naming of printed letter strings by third- and fifth-grade Yugoslavian children. As is consistent with previous experiments on adults, the phonologically ambiguous form of a word or pseudoword was named much more slowly than the phonologically unambiguous form. (Author/BE)

Followed beginning readers to examine phonological skill influences. Found segmentation strongly correlated with attainment in reading and spelling at end of first year. Also found that letter name knowledge predicted both reading and spelling skill and showed interactive effect with segmentation. Finally, found that by end of second year, rhyming…

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)

Examines the development of word recognition skills of 80 school children (grades two-four). Good beginning readers rapidly learn to recognize high frequency words from visual input alone and simultaneously expand and consolidate spelling sound correspondences. Younger and poor readers rely more on phonological information in word decoding.…