NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ889078
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0022-2194
A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness
Hogan, Tiffany P.
Journal of Learning Disabilities, v43 n4 p346-356 Jul-Aug 2010
In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically developing children, ages 61 to 78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., "chair-chain-ship") that varied orthogonally by a phonological characteristic, sound contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants--those with the highest vocabularies--results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words' neighborhood density. Based on these findings, theories of early phoneme awareness should consider both word-level and child-level influences on performance. Attention to these influences is predicted to result in more sensitive and specific measures of reading risk. (Contains 1 table, 2 figures and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A