Children's sensitivity to syllables, onsets, rimes, and phonemes

Article Abstract:

Preschool children are able to judge two stimuli as sharing a beginning sound if the sound has its own onset and is not a part of a cluster onset. Kindergarten and first grade children judge syllables better than rimes when the shared units are in the middle syllables of the trisyllabic stimuli. In rhyming stimuli sharing a unit, there is no syllable superiority. The syllable advantage is overridden by the children's familiarity with the rhyme.

Analysis, Education, Grammar, Comparative and general, Grammar, Phonetics, Preschool children

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Vowels, syllables, and letter names: Differences between young children's spelling in English and Portuguese

Article Abstract:

Children's vocabulary was analyzed to investigate the reports that young Portuguese-speaking children produced more vowel- and syllable-oriented spellings than English speakers. The differences were attributed to quantitative differences in the languages and their writing and letter name systems.

Comparative analysis, Vocabulary, Child analysis, Competence and performance (Linguistics), Vocabulary skills

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Children use vowels to help them spell consonants

Article Abstract:

A study is conducted to examine children's sensitivity to vowel context to help them in spelling monosyllabic non-words.

United States, Science & research, Research, Study and teaching, Spelling, Verbal learning, Phonetic spelling

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