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Peer reviewed Peer reviewed
ERIC Number: EJ321788
Record Type: CIJE
Publication Date: 1985
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Phonemic Segmentation Skill and Beginning Reading.
Tunmer, William E.; Nesdale, Andrew R.
Journal of Educational Psychology, v77 n4 p417-27 Aug 1985
This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development of phonological awareness was virtually unaffected by instructional method. (Author/DWH)
Descriptors: Beginning Reading, Decoding (Reading), Elementary School Students, Foreign Countries, Grade 1, Path Analysis, Phonemics, Phonology, Primary Education, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Skills, Suprasegmentals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia (Western Australia); Phonemic Segmentation; Phonological Awareness