Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman

By Susan A. Brady; Donald P. Shankweiler et al. | Go to book overview
Save to active project

6
Levels of Phonological Awareness

Rebecca Treiman Psychology Department Wayne State University

Andrea Zukowski Psychology Department University of Rochester


INTRODUCTION

To better understand the relationship between phonological awareness and reading, we need to know more about each of these processes (e.g., Bertelson, 1986). To understand reading, for example, we must tease apart its various components. In so doing, we may find that phonological awareness is more closely related to some aspects of reading -- such as the ability to decipher unknown words -- than to other aspects -- such as the recognition of familiar words (e.g., Baron & Treiman, 1980). We also need to disentangle the components of phonological awareness. It is this latter point on which we focus here.

The title of this chapter, "Levels of phonological awareness," has at least two possible interpretations. "Levels" can refer to degree of explicit awareness. Some phonological awareness tasks seem to require a deeper awareness than others. For example, children have more difficulty manipulating the phonemes in a word, as in saying "sun" backwards, than in recognizing that "sun" contains "s," "u," and "n" (e.g., Yopp, 1988). Alternatively, "levels" can refer to linguistic level. Just as children's performance depends on the cognitive demands of the task, so it depends on the linguistic level that the task taps. For example, tasks that require children to segment speech at the level of words seem to be easier than tasks that require children to segment speech at the level of phonemes (e.g., Fox & Routh, 1975).

Whether we take the term levels to refer to cognitive levels or linguistic levels, the general point remains: Linguistic awareness is a continuum, not an all-or-none phenomenon. Performance on phonological awareness tasks

-67-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 266

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.