Syllable-first rather than letter-first to improve phonemic awareness

Abstract The present study investigates the nature of the spelling-to-sound correspondences taught to enhance phonemic awareness in prereaders. The main assumption in the literature is that learning the alphabetic code through letter-to-phoneme correspondences is the best way to improve phonemic awa...

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Autores principales:	Maria Vazeux, Nadège Doignon-Camus, Marie-Line Bosse, Gwendoline Mahé, Teng Guo, Daniel Zagar
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2020
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/b56a4be5b7c24885b318f767105e976a
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spelling	oai:doaj.org-article:b56a4be5b7c24885b318f767105e976a2021-12-02T13:34:01ZSyllable-first rather than letter-first to improve phonemic awareness10.1038/s41598-020-79240-y2045-2322https://doaj.org/article/b56a4be5b7c24885b318f767105e976a2020-12-01T00:00:00Zhttps://doi.org/10.1038/s41598-020-79240-yhttps://doaj.org/toc/2045-2322Abstract The present study investigates the nature of the spelling-to-sound correspondences taught to enhance phonemic awareness in prereaders. The main assumption in the literature is that learning the alphabetic code through letter-to-phoneme correspondences is the best way to improve phonemic awareness. The alternative syllabic bridge hypothesis, based on the saliency and early availability of syllables, assumes that learning to associate letters to phonological syllables enables phoneme units to be the mirror of the letters and to become accessible, thereby developing phonemic awareness of prereaders. A total of 222 French-speaking prereaders took part in a 4-session learning program based on correspondences either between letters and syllables (letters-to-syllable group) or between letters and phonemes (letter-to-phoneme group), and the fifth last session on coding and decoding. Our results showed a greater increase in phonemic awareness in the letters-to-syllable group than in the letter-to-phoneme group. The present study suggests that teaching prereaders letters-to-syllable correspondences is a key to successful reading.Maria VazeuxNadège Doignon-CamusMarie-Line BosseGwendoline MahéTeng GuoDaniel ZagarNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 10, Iss 1, Pp 1-12 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Maria Vazeux Nadège Doignon-Camus Marie-Line Bosse Gwendoline Mahé Teng Guo Daniel Zagar Syllable-first rather than letter-first to improve phonemic awareness
description	Abstract The present study investigates the nature of the spelling-to-sound correspondences taught to enhance phonemic awareness in prereaders. The main assumption in the literature is that learning the alphabetic code through letter-to-phoneme correspondences is the best way to improve phonemic awareness. The alternative syllabic bridge hypothesis, based on the saliency and early availability of syllables, assumes that learning to associate letters to phonological syllables enables phoneme units to be the mirror of the letters and to become accessible, thereby developing phonemic awareness of prereaders. A total of 222 French-speaking prereaders took part in a 4-session learning program based on correspondences either between letters and syllables (letters-to-syllable group) or between letters and phonemes (letter-to-phoneme group), and the fifth last session on coding and decoding. Our results showed a greater increase in phonemic awareness in the letters-to-syllable group than in the letter-to-phoneme group. The present study suggests that teaching prereaders letters-to-syllable correspondences is a key to successful reading.
format	article
author	Maria Vazeux Nadège Doignon-Camus Marie-Line Bosse Gwendoline Mahé Teng Guo Daniel Zagar
author_facet	Maria Vazeux Nadège Doignon-Camus Marie-Line Bosse Gwendoline Mahé Teng Guo Daniel Zagar
author_sort	Maria Vazeux
title	Syllable-first rather than letter-first to improve phonemic awareness
title_short	Syllable-first rather than letter-first to improve phonemic awareness
title_full	Syllable-first rather than letter-first to improve phonemic awareness
title_fullStr	Syllable-first rather than letter-first to improve phonemic awareness
title_full_unstemmed	Syllable-first rather than letter-first to improve phonemic awareness
title_sort	syllable-first rather than letter-first to improve phonemic awareness
publisher	Nature Portfolio
publishDate	2020
url	https://doaj.org/article/b56a4be5b7c24885b318f767105e976a
work_keys_str_mv	AT mariavazeux syllablefirstratherthanletterfirsttoimprovephonemicawareness AT nadegedoignoncamus syllablefirstratherthanletterfirsttoimprovephonemicawareness AT marielinebosse syllablefirstratherthanletterfirsttoimprovephonemicawareness AT gwendolinemahe syllablefirstratherthanletterfirsttoimprovephonemicawareness AT tengguo syllablefirstratherthanletterfirsttoimprovephonemicawareness AT danielzagar syllablefirstratherthanletterfirsttoimprovephonemicawareness
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Syllable-first rather than letter-first to improve phonemic awareness

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