https://www.ltl.appstate.edu/reading_resources/liberman_et_al_74.pdf

Explicit Syllable and Phoneme Segmentation in the Young Child

A follow-up of a study evaluating a program to teach young children about phonemic structure is reported. In the original study (Byrne & Fielding-Barnsley, 1991 a), preschoolers were trained with the program for 12 weeks and gained in phonemic awareness and knowledge of the alphabetic principle as compared with a control group. The children were retested at the end of kindergarten on phonemic awareness, word identification, decoding, and spelling. Children who entered school with advanced levels of phonemic awareness scored significantly higher on each of the measures. Alphabetic knowledge predicted literacy development, but phonemic awareness accounted for significant additional variance in decoding and spelling. Verbal intelligence did not influence reading and spelling performance

Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up.

The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness.

An Evaluation of the Discrepancy Definition of Dyslexia

Performance of Dyslexic Children on Speech Perception Tests.

The purpose of this study was to determine how well children can identify the number of phonemic segments in spoken words and how this compares with their ability to deal similarly with syllables. The subjects were 46 preschoolers, 49 kindergarteners, and 40 first graders. Alphabetized class registers were used at each grade level to divide the children into two experimental groups, one assigned to phoneme segmentation and the other to syllable segmentation. The subjects were required to repeat a word or sound spoken by the examiner and to indicate, by tapping a wooden dowel on the table, the number of the segments (phonemes in one group, syllables in the other) in the stimulus items. The test trials consisted of 42 randomly assorted individual items of one, two, or three segments which were presented without prior demonstration and corrected, as needed, immediately after the child's response. Testing was continued through all 42 items or until the child reached the criterion of tapping six consecutive trials correctly without demonstration. The results indicated that the test items were more readily segmented into syllables than into phonemes. Ability to perform phoneme segmentation did not appear until age 5, and then only in 17 percent of the subjects. (WR) U S DERARTrAE NT OF HEALTH EDUCATION & WELFARE NATIONAL INSTITUTE OF EOUGATIoN T.. 06, 4,iNt h wf PIM a h.. 6. , :JO 010, Nit Pldf N' ,I SEGMENTATION OF THE SPOKEN WORD AND READING ACQUISITION Isabelle Y. Liberman

/pdf/1-segmentation-of-the-spoken-word-and-reading-acquisition-4tgsovw4gw.pdf

1. Segmentation of the spoken word and reading acquisition

https://files.eric.ed.gov/fulltext/ED096605.pdf

Katherine S. Harris

Papers

Letter confusions and reversals of sequence in the beginning reader: implications for Orton's theory of developmental dyslexia.

Dual Processing of Open- and Closed-Class Words