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Journal articles
Syllable‑first rather than letter‑first to improve phonemic awareness
Abstract : The present study investigates the nature of the spelling-to-sound correspondences taught to
enhance phonemic awareness in prereaders. The main assumption in the literature is that learning the
alphabetic code through letter-to-phoneme correspondences is the best way to improve phonemic
awareness. The alternative syllabic bridge hypothesis, based on the saliency and early availability of
syllables, assumes that learning to associate letters to phonological syllables enables phoneme units
to be the mirror of the letters and to become accessible, thereby developing phonemic awareness
of prereaders. A total of 222 French-speaking prereaders took part in a 4-session learning program
based on correspondences either between letters and syllables (letters-to-syllable group) or between
letters and phonemes (letter-to-phoneme group), and the fifth last session on coding and decoding.
Our results showed a greater increase in phonemic awareness in the letters-to-syllable group than in
the letter-to-phoneme group. The present study suggests that teaching prereaders letters-to-syllable
correspondences is a key to successful reading.
https://hal.archives-ouvertes.fr/hal-03079694
Contributor : Marie-Line Bosse <>
Submitted on : Thursday, December 17, 2020 - 12:26:03 PM
Last modification on : Thursday, February 25, 2021 - 9:54:06 AM
Contributor : Marie-Line Bosse <>
Submitted on : Thursday, December 17, 2020 - 12:26:03 PM
Last modification on : Thursday, February 25, 2021 - 9:54:06 AM
File
s41598-020-79240-y.pdf
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