ERIC Number: ED109646
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Preschool Children's Recognition of Phonemes in a Word Context.
Marsh, George; Mineo, R. James
Sixty-four preschool children were individually trained on a task requiring them to recognize an isolated phoneme in a word context. A learning set design encompassing 192 trials over eight days was employed. The major factors investigated were: the presence of a redundant visual cue; phoneme type (stop vs. continuant); phoneme position (initial vs. terminal); and phonemic contrast between positive and negative exemplars (minimum vs. maximum). Allophonic variation of the terminal stop was evaluated on the last four days (transfer). The redundant visual cue improved performance considerably over the first four days, but performance fell back to control group levels when the cue was removed on transfer. The other major findings were: recognition of continuants was generally easier than stops; phoneme type interacted with position and contrast factors; terminal stop recognition was unaffected by allophonic variation; and learning performance over days was very gradual. Most of these findings agree with those of other studies and a featural interpretation of phoneme discrimination. (Authors)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.