We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1-4 children (N = 200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy…

The authors examined whether exposing young students to spellings as they learn proper names would facilitate memory for the spoken names when tested without the spellings present (i.e., orthographic facilitation), whether emergent readers with letter knowledge would show this effect, and whether phonemic segmentation (PS) training would enhance…

The purpose of this experimental study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. Hypotheses included: Preschoolers taught to phonemically segment words with letters would outperform those trained without letters on an invented spelling…

A study examined the effects of overt phonologic impairment on the phonological awareness, verbal working memory, and letter knowledge of 29 children with phonologic impairment and 16 controls (ages 3-6). Children with phonologic impairment performed significantly worse on tasks of verbal working memory, phoneme segmentation, and letter…

The present study was designed to determine whether alphabet letters facilitate the acquisition of phoneme segmentation skill and to test the assumption that letters make it harder for prereaders to learn segmentation than nondistinctively marked visual aids. (Author/PN)

Phonological and metaphonological skills are explored in 97 Brazilian illiterate and semiliterate adults. A simple letter- and word-reading task was used to define the degree of illiteracy. Phonemic awareness was strongly dependent on the level of letter and word reading ability. Phonological memory was very low in illiterates and unrelated to…