Syllable-first rather than letter-first to improve phonemic awareness

Vazeux, Maria; Bosse, Marie-Line; Mahe, Gwendoline; Guo, Teng; Zagar, Daniel

Type de document :

Article dans une revue scientifique: Article original

DOI :

10.1038/s41598-020-79240-y

URL permanente :

http://hdl.handle.net/20.500.12210/74181

Titre :

Syllable-first rather than letter-first to improve phonemic awareness

Auteur(s) :

Vazeux, Maria [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Bosse, Marie-Line [Auteur]
Mahe, Gwendoline [Auteur]

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Guo, Teng [Auteur]
Zagar, Daniel [Auteur]

Titre de la revue :

Scientific Reports

Nom court de la revue :

Sci Rep

Numéro :

Éditeur :

Springer Science and Business Media LLC

Date de publication :

2020-12

ISSN :

2045-2322

Mot(s)-clé(s) en anglais :

Human behaviour
Psychology

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

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 ...
Lire la suite >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.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

2022-05-06T13:15:34Z
2022-05-12T11:36:57Z
2022-05-12T11:40:19Z

Fichiers

Vazeux et al.,2020_accepted_version.pdf
Version finale acceptée pour publication (postprint)
Accès libre
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Historique des modifications

Numéro de version	Lien	Date de modification
3	20.500.12210/74181*	2022-05-12T11:37:18Z
2	20.500.12210/74181.2	2022-05-12T11:34:03Z
1	20.500.12210/74181.1	2022-05-06T13:15:34Z

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