View in EDS

Teaching Phonemic Awareness to Young Children with Disabilities: Blending, Segmenting and Rhyming.

Saved in:
Bibliographic Details
Title: Teaching Phonemic Awareness to Young Children with Disabilities: Blending, Segmenting and Rhyming.
Language: English
Authors: O'Connor, Rollanda E.
Peer Reviewed: N
Page Count: 13
Publication Date: 1992
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Cognitive Development, Disabilities, Early Intervention, Generalization, Language Handicaps, Learning Readiness, Phonemics, Prereading Experience, Preschool Education, Reading Readiness, Skill Development, Teaching Methods, Transfer of Training
Abstract: This study examined the feasibility of teaching phonemic manipulation skills (auditory rhyming, blending, or segmenting) to preschool children with disabilities. Forty-seven children, 4-6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonemic manipulation tasks (rhyming, blending, and segmenting) or a control condition. Results indicated that children were able to make significant progress in each category of training, but that they demonstrated little or no generalization either within a category of phonemic tasks (e.g., from one type of blending task to another type of blending task) or between categories of phonemic tasks (e.g., from blending to segmenting). However, children who received segmenting training improved in blending continuous sounds. Although the children's level of cognitive development did significantly predict some learning outcomes, it did not appear to limit the learning of phonemic tasks in important ways. Discussion focuses on the nature of phonemic awareness, teaching conditions that might be required to facilitate generalization, and the possibility of preventing or reducing subsequent reading problems through early intervention in this area. (Contains 20 references.) (JDD)
Entry Date: 1993
Accession Number: ED349761
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED349761
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED349761
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teaching Phonemic Awareness to Young Children with Disabilities: Blending, Segmenting and Rhyming.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22O'Connor%2C+Rollanda+E%2E%22">O'Connor, Rollanda E.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Handicaps%22">Language Handicaps</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Readiness%22">Learning Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemics%22">Phonemics</searchLink><br /><searchLink fieldCode="DE" term="%22Prereading+Experience%22">Prereading Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Readiness%22">Reading Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the feasibility of teaching phonemic manipulation skills (auditory rhyming, blending, or segmenting) to preschool children with disabilities. Forty-seven children, 4-6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonemic manipulation tasks (rhyming, blending, and segmenting) or a control condition. Results indicated that children were able to make significant progress in each category of training, but that they demonstrated little or no generalization either within a category of phonemic tasks (e.g., from one type of blending task to another type of blending task) or between categories of phonemic tasks (e.g., from blending to segmenting). However, children who received segmenting training improved in blending continuous sounds. Although the children's level of cognitive development did significantly predict some learning outcomes, it did not appear to limit the learning of phonemic tasks in important ways. Discussion focuses on the nature of phonemic awareness, teaching conditions that might be required to facilitate generalization, and the possibility of preventing or reducing subsequent reading problems through early intervention in this area. (Contains 20 references.) (JDD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED349761
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED349761
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Language Handicaps
        Type: general
      – SubjectFull: Learning Readiness
        Type: general
      – SubjectFull: Phonemics
        Type: general
      – SubjectFull: Prereading Experience
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Reading Readiness
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
    Titles:
      – TitleFull: Teaching Phonemic Awareness to Young Children with Disabilities: Blending, Segmenting and Rhyming.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: O'Connor, Rollanda E.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 21
              M: 04
              Type: published
              Y: 1992
ResultId 1