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

By Isabelle Y. Liberman; Susan A. Brady et al. | Go to book overview

him extended practice would therefore be recommended. Examples of such word play would include the learning of nursery rhymes and the introduction of rhyming games that use both real words and nonsense syllables. Rhyming activity makes few semantic or syntactic demands on the child while giving him practice in varying the phonemic content of utterances.

Nonetheless, evidence that onset-rime manipulations are valuable for gaining phonological awareness does not resolve the issue of whether onsetrime is a genuine linguistic level or whether the hierarchical model of phonological awareness satisfactorily represents children's growth in phonological awareness. At present there is a marked difference between our sense of the educational value of onset-rime activities and our knowledge of the stages of acquiring phonological awareness. Further investigations will narrow this gap.


REFERENCES

Ball E. W., & Blachman B. A. ( 1988). "Phoneme segmentation training: Effect on reading readiness". Annals of Dyslexia, 38, 208-225.

Derwing B. L., & Nearey T. M. ( 1986). "Experimental phonology at the University of Alberta". In J. J. Ohala & J. J. Jaeger (Eds.), Experimental phonology. New York: Academic Press.

Katamba F. ( 1989). An introduction to phonology. New York: Longman.

Liberman I. Y., Shankweiler D., Camp L. Blachman B., & Werfelman M. ( 1977). "Steps toward literacy". In P. Levinson & C. H. Sloan (Eds.), Auditory processing and language: Clinical and research perspectives. New York: Grune & Stratton.

Liberman. I. Y., Shankweiler. D., Fischer F. W., & Carter B. ( 1974). "Explicit syllable and phoneme segmentation in the young child". Journal of Experimental Child Psychology, 18, 201-212.

Liberman I. Y., Shankweiler D., & Liberman A. M. ( 1989). "The alphabetic principle and learning to read". In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle. Ann Arbor: University of Michigan Press.

Mattingly I. G. ( 1984). "Reading, linguistic awareness, and language acquisition". In J. Downing & R. Vatlin (Eds.), Language awareness and learning to read. New York: Springer-Verlag.

Ohala J. J., & Jaeger J. J. ( 1986). "Introduction". In J. J. Ohala & J. J. Jaeger (Eds.), Experimental phonology. New York: Academic Press.

Olofsson A., & Lundberg I. ( 1983). "Can phonemic awareness be trained in kindergarten?" Scandinavian Journal of Psychology, 24, 35-44.

Read C. ( 1971). "Pre-school children's knowledge of English phonology". Harvard Educational Review, 41( 1), 1-34.

Read C. ( 1978). "Children's awareness of language with emphasis on sound systems". In A. /> Sinclair, R. J. Jarvella & W. J. M. Levelt (Eds.), The child's conception of language. New York: Springer-Verlag.

Stanovich K. F., Cunningham A. E. & Cramer B. ( 1984). "Assessing phonological awareness in kindergarten children: Issues of task comparability". Journal of Experimental Child Psychology, 38, 175-190.

Treiman R. ( 1985). "Onsets and rimes as units of spoken syllables: Evidence from children". Journal of Experimental Child Psychology, 39, 161-181.

Treiman R., & Baron J. ( 1981) Segmental analysis ability: Development and relation to reading

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