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ERIC Number: EJ799174
Record Type: Journal
Publication Date: 2008-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1088-8438
Are Young Children Logographic Readers and Spellers?
Bowman, Margo; Treiman, Rebecca
Scientific Studies of Reading, v12 n2 p153-170 Apr 2008
According to many views of literacy development, prereaders use a logographic approach when they attempt to link print and speech. If so, these children should find pairs in which the spelling-pronunciation links are consistent with their writing system no easier to learn than arbitrary pairs. We tested this idea by comparing the ability of U.S. prereaders (M age = 4 years 9 months) to learn phonetically motivated pairs like "AP-ape" and "MA-may" and arbitrary pairs like "OM-ape" and "PO-may". In both spelling and reading tasks, children learned the pairs with vowel letter name cues more easily than the arbitrary pairs. Phonetically motivated pairs were especially advantaged when the vowel letter names were at the beginning (e.g., "AP-ape") rather than the end ("MA-may"). Prereaders who have some knowledge about letters, as U.S. preschoolers typically do, are not limited to a logographic approach in learning about print. (Contains 4 figures and 1 table.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A