Abstract
Twenty first graders and twenty second graders were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by word, child by child basis. A multivariate analysis of variance was conducted on difference scores among segmentation, reading, and spelling. Generally, differences favored segmentation and were maximized when final sounds were deleted and minimized when medial sounds were deleted. In addition, graphical analyses showed a greater probability of correct reading and spelling given correct segmentation than incorrect segmentation. Results were interpreted to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relation between reading and segmentation of consonant blends and medial sounds.
Similar content being viewed by others
References
Adams, M. J. (1990).Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Baddeley, A. (1992). Working memory.Science 255: 556–559.
Bradley, L. & Bryant, P. E. (1985).Rhyme and reason in reading and spelling. International Academy for Research in Learning Disabilities Monograph Series, Vol. 1. Ann Arbor: University of Michigan Press.
Brady, S. (1992). The role of working memory in reading disability. In: S. A. Brady & D. P. Shankweiler (eds.),Phonological processes in literacy (pp. 129–152). Hillsdale, NJ: Erlbaum.
Bruce, L. J. (1964). The analysis of word sounds.British Journal of Educational Psychology 34: 158–170.
Bryant, P. E., MacLean, M., Bradley, L. & Crossland, D. (1989). Nursery rhymes, phonological skills and reading.Journal of Child Language 16: 407–428.
Carroll, J., Davies, P. & Richman, B. (1971).The American Heritage word frequency book. Boston, MA: Houghton-Mifflin.
Chambers, J. M., Cleveland, W. S., Kleiner, B. K. & Tukey, P. A. (1983).Graphical methods for data analysis. Pacific Groves, CA: Wadsworth & Brooks/Cole.
Content, A., Kolinsky, R., Morais, J. & Bertelson, P. (1986). Phonetic segmentation in prereaders: Effect of corrective information.Journal of Experimental Child Psychology 42: 49–72.
Foorman, B. R. & Francis, D. J. (1992). Exploring the links among reading, spelling, and phonemic segmentation during first grade. Unpublished manuscript.
Foorman, B. R., Francis, D. J., Novy, D. M. & Liberman, D. (1991). How letter-sound instruction mediates progress in first grade reading and spelling.Journal of Educational Psychology 83: 456–469.
Foorman, B. R. & Liberman, D. (1989). Visual and phonological processing of words: A comparison of good and poor readers.Journal of Learning Disabilities 22: 349–355.
Frith, U. (1988). Beneath the surface of developmental dyslexia. In: K. E. Patterson, J. C. Marshall & M. Coltheart (eds.),Surface dyslexia (pp. 301–330). Hillsdale, NJ: Erlbaum.
Goswami, U. & Bryant, P. E. (1990).Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
Harcourt Brace Jovanovitch. (1987).HBJ reading. Orlando, FL: Author.
Kirtley, C., Bryant, P., MacLean, M. & Bradley, L. (1989). Rhyme, rime and the onset of reading.Journal of Experimental Child Psychology 48: 224–245.
Lundberg, I., Frost, J. & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children.Reading Research Quarterly 23: 263–284.
MacLean, M., Bryant, P. E. & Bradley, L. (1987). Rhymes, nursery rhymes and reading in early childhood.Merrill-Palmer Quarterly 33: 255–282.
Perfetti, C. (1991). Representations and awareness in the acquisition of reading competence. In: L. Rieben & C. Perfetti (eds.),Learning to read (pp. 33–43). Hillsdale, NJ: Erlbaum.
Rack, J. P., Snowling, M. J. & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review.Reading Research Quarterly 27: 28–53.
Rosner, J. & Simon, D. (1971). The Auditory Analysis Test: An initial report.Journal of Learning Disabilities 4: 384–392.
Stanford Achievement Test Series, 8th ed. Orlando, FL: Harcourt Brace Jovanovitch.
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children.Journal of Experimental Child Psychology 39: 161–181.
Treiman, R. (1988). The internal structure of the syllable. In: G. Carlson & M. Tanenhaus (eds.),Linguistic structure in language processing (pp. 27–52). Boston/Dordrecht: Kluwer Academic Publishers.
Treiman, R. & Weatherston, S. (1992). Effects of linguistic structure on children's ability to isolate initial consonants.Journal of Educational Psychology 84: 174–181.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Foorman, B.R., Jenkins, L. & Francis, D.J. Links among segmenting, spelling, and reading words in first and second Grades. Read Writ 5, 1–15 (1993). https://doi.org/10.1007/BF01026915
Issue Date:
DOI: https://doi.org/10.1007/BF01026915