Spelling suggestions: "subject:"phonemegrapheme correspondence"" "subject:"phonographe correspondence""
1 |
Segmentation and Analysis of Phonemic Units as Related to Acquisition of the Initial Consonant Phoneme-Grapheme CorrespondenceMathews, Barbara A. 03 1900 (has links)
The ability of students to segment the speech stream into phonemic units and to analyze (make judgments as to same or different) beginning consonant phonemes was assessed at grades kindergarten through third from both high and low socioeconomic groups. Segmentation ability was assessed by the use of a test of actual words in a match-to-sample task, a test of synthetic words requiring a same-different judgment and a task which required deletion of a phoneme from a known word to form a new word. Three prerequisite abilities were also assessed: auditory acuity and understanding of the concepts "same" and "different" with regard to sounds, and "beginning" with regard to sequence of sounds.
|
2 |
Reading Instruction and Phonetic Control In Materials Development Based Upon Relative Frequency of Phoneme-Grapheme CorrespondencesGrow, Richard T. 01 May 1969 (has links)
This dissertation suggests a new approach to reading instruction and phonetic control in materials development. The central feature of this approach is its reliance on phoneme-grapheme correspondence data.
Specifically, the products of this dissertation were (1) the development of relative frequency tables depicting the various phonemes produced by a given grapheme structure, (2) the development of five different levels of phonetic sophistication, (3) the classification of 974 words as regular or irregular in accordance with each level of sophistication, and (4) the phonetic rewriting of three existing short stories to make them phonetically regular.
One of the phonetically rewritten stories was given to an existing group of sixth grade students along with its original form. The students performed with superior reading speed and equal comprehension on the phonetically rewritten story. This difference was significant at the .01 level.
|
Page generated in 0.1019 seconds