Abstract
Errors in reading aloud by the beginning reader have been interpreted as reflecting the difficulty and the importance of phonemic segmentation for the acquisition of reading skills. Results from previous studies on English words patterned as consonant-vowel-consonant showed: (1) more errors on vowels than on consonants; (2) more errors on word final consonants than on word initial consonants; and suggested that (3) consonant errors were based on phonetic confusions while vowel errors were not. In contrast to their English counterparts, the beginning readers of Serbo-Croatian tested in the present study committed proportionally fewer errors on their reading of vowels than of consonants but in common with their English counterparts, their reading of final consonants was more vulnerable to error than their reading of initial consonants. This pattern of errors was found for both word and pseudoword consonant-vowel-consonant structures and the pattern of vowel confusion, like the pattern of consonant confusions, was rationalized by speech-related factors. The differences between the patterns of confusions for Serbo-Croatian and for English could be due to the difference between the two orthographies in the precision with which they represent the phonology or to the fact that the vowels of English are qualitatively less distinct phonologically than the vowels of Serbo-Croatian.
