The impact of consonant clusters on preschool children's phonemic awareness: A comparison between readers and nonreaders | Zendy

ARNQVIST ANDERS | Zendy

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The impact of consonant clusters on preschool children's phonemic awareness: A comparison between readers and nonreaders

Author(s) -

ARNQVIST ANDERS

Publication year - 1992

Publication title -

scandinavian journal of psychology

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.743

H-Index - 72

eISSN - 1467-9450

pISSN - 0036-5564

DOI - 10.1111/j.1467-9450.1992.tb00810.x

Subject(s) - consonant cluster , nonsense , psychology , consonant , reading (process) , linguistics , stop consonant , task (project management) , cognitive psychology , audiology , vowel , medicine , philosophy , biochemistry , chemistry , management , economics , gene

Preschool children's ability to segment and blend real words and nonsense words, with and without consonant clusters was investigated in two experiments. In the first experiment, preschool children's ability to segment real words into phonemes was examined. Readers performed better than nonreaders on a phoneme counting task and words containing consonant clusters were harder to segment compared to words without consonant clusters. In experiment two, the ability to segment and blend nonsense words was investigated. Nonreaders had significantly more difficulty with nonsense words compared to readers in both a phoneme synthesis and a phoneme analysis task. A two‐way interaction between reading level and word type showed that nonsense words containing consonant clusters were particularly difficult for nonreaders. The results were discussed in relation to theories suggesting that syllables consist of an onset and a rime.

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