Assimilation refers to a segment influencing one or more neighboring segments across a word boundary. (DD)

Material collected in the Summer of 1967 under a grant from the National Science Foundation; earlier versions presented at the Annual Meeting of the American Anthropological Association (New York, N.Y., November 1971) and the 7th International Salish Conference (Bellingham, Washington, August 1972). (DD)

A program for teaching reading to first grade children is described. (CK)

Discusses trends and developments in generative phonology; metatheory and evidence in phonology; and segments, features, and marking. (RL)

Provides an overview of the goals of English orthography which counter the misconception that its spelling is chaotic. Examines a survey of first grade text vocabulary, which show that spelling consistency is increased significantly if the position of the phoneme within the syllable and the identity of the phonemes in the environment are taken…

Administered phonological awareness and phoneme identification tasks to dyslexic children and chronological age (CA) and reading-level (RL) comparison groups. Found no real differences in categorical perception between dyslexic and RL groups; however, more dyslexics (7 of 25) had abnormal identification functions. Results suggest that some…

Arguing that the question of social acceptability of allophonic variations is not a linguistic issue, but rather an issue of social identity, the discussion considers the speech chain, language as a social activity with its "norms" for social acceptability, and the specific context where Singaporean English is a marker of social…

Investigates the direct effects of phonemic awareness on spelling development and the relationship between phonemic awareness and the acquisition of orthographic representations of equivocal phonemes. Finds that in first grade spelling is primarily a sequential encoding process whereas in third grade spelling relies more upon the use of memorized…

This is a longitudinal case study of a child who taught herself to read before she went to school. This case study is drawn from a wider study of a group of precocious readers, all of whom had received no explicit instruction, but who had had positive literacy experiences in their homes. The subject of this study was able to read fluently at the…

In the United States, more than 2 million children in Grades pre-K through 6 speak Spanish as their primary language. Approximately 50% of these students receive academic instruction in Spanish. This tutorial provides research-based recommendations for presenting phonological awareness tasks to children who receive literacy instruction in Spanish.…

This article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language,…

A study investigated: (1) whether children at risk for failure to learn to read and write increase their phonemic awareness while engaged in holistic language arts instruction; (2) if so, which language experiences and instructional practices are associated with the gains; and (3) the nature of the interaction between phonemic awareness…

This study examined the validity and feasibility of a group-administered test of alphabetic reading skills for first-grade students. Two versions of a phonemic spelling test (production and multiple-choice) were administered in classroom groups to 153 students. Measures of vocabulary, phoneme awareness, letter sound knowledge, phonemic decoding,…