The primary purpose of this study was to compare performance on phonemic
awareness tasks while controlling for variables including the linguistic complexity of
word and nonword stimuli, and administration and scoring procedures. Twenty-five
kindergarten and 25 grade one students were administered five phonemic awareness tasks
including four different phoneme segmentation tasks and a blending task, a vocabulary
test, and real word identification and nonword decoding tasks. The relationship among
the phonemic awareness tasks was analyzed through intercorrelations, factor analyses,
and examination of relative degree of difficulty. There was a high degree of convergence
among tasks, particularly those with similar task demands. The relationship between
performance on phonemic awareness tasks and real word and nonword reading tasks was
also compared. In most cases, students who were able to decode nonwords also
performed well on the phonemic awareness tasks. A multiple regression revealed that the
best predictor of nonword decoding was an oral phonemic segmentation task. Theoretical
and practical implications of these findings were discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/5982 |
| Date | 05 1900 |
| Creators | Syer, Kim Diana |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 3700992 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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