Despite the importance of phonemic awareness in beginning literacy, several studies have demonstrated that adults, including teacher trainees, have surprisingly poor phonemic skills. Three experiments investigated whether adults' responses in phonemic awareness and spelling segmentation tasks are based on units larger than single letters and…

Using Locke's 1983 model, analyzes one tendency, consonant use in babbling and early words, and phonological word-selection patterns in 10 children, aged 8 to 16 months. Individual differences were found in all three domains analyzed, with some increase in uniformity across subjects with increasing knowledge of language. (Author/SED)

Examines the consonant substitution, sequencing, omission, and addition errors of severely reading disabled teenagers in recognizing consonants in orthographically regular nonwords, and compares the results with responses to identical stimuli by normal children of the same age and reading level groups. (Author/DJD)

Compared the vowel responses of severely disabled readers with those of normal control children in reading orthographically regular nonwords. Vowel responses were compared on both age and reading level groups, and the vowel responses of two out of three reading disabled groups paralleled those of their reading level peers. (Author/DJD)

Examines the influence of reading experience on spelling skill development. Sixth graders, good at both skills, consistently outscored their peers. Good readers but poor spellers did not differ from those poor at both skills on measures involving sound-spelling, orthographic and visual information, but outperformed the latter when use of…