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

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

Document type :

Article dans une revue scientifique: Article original

DOI :

10.1038/s41598-020-79240-y

Permalink :

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

Title :

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

Author(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]

Journal title :

Scientific Reports

Abbreviated title :

Sci Rep

Volume number :

Publisher :

Springer Science and Business Media LLC

Publication date :

2020-12

ISSN :

2045-2322

English keyword(s) :

Human behaviour
Psychology

HAL domain(s) :

Sciences cognitives

English abstract : [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 ...
Show more >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.Show less >

Language :

Anglais

Peer reviewed article :

Oui

Audience :

Internationale

Popular science :

Non

Administrative institution(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Research team(s) :

Équipe Langage

Submission date :

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

Files

Vazeux et al.,2020_accepted_version.pdf
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Version	Link	Modification date
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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