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Scientific Studies of Reading Volume 15, 2011 - Issue 5
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Articles

Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners

Nancy Boyer Graduate Center of the City University of New York
&
Linnea C. Ehri Graduate Center of the City University of New YorkCorrespondence[email protected]
Pages 440-470 | Published online: 24 Feb 2011

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Cassandra Potier Watkins & Stanislas Dehaene. (2024) Can a Tablet Game That Boosts Kindergarten Phonics Advance 1st Grade Reading?. The Journal of Experimental Education 92:1, pages 32-55.
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Anne Cathrine Thurmann-Moe, Monica Melby-Lervåg & Arne Lervåg. (2022) Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial. Scandinavian Journal of Educational Research 66:3, pages 473-490.
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He Sun & Ee Lynn Ng. (2021) Home and school factors in early English language development. Asia Pacific Journal of Education 41:4, pages 657-672.
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Lisa Gonzalves. (2021) Development and demonstration of metalinguistic awareness in adult ESL learners with emergent literacy. Language Awareness 30:2, pages 134-151.
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Brenda A. Wawire & Young-Suk G. Kim. (2018) Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer. Scientific Studies of Reading 22:6, pages 443-461.
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R. Michael Barker, Mindy Sittner Bridges & Kathryn J. Saunders. (2014) Validity of a Non-Speech Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle. Augmentative and Alternative Communication 30:1, pages 71-82.
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Linnea C. Ehri. (2014) Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading 18:1, pages 5-21.
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Articles from other publishers (45)

Christina Novelli, Scott P. Ardoin & Derek B. Rodgers. (2023) Seeing the mouth: the importance of articulatory gestures during phonics training. Reading and Writing.
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Heiko Holz, Manuel Ninaus, Jakob Schwerter, Cora Parrisius, Benedikt Beuttler, Katharina Brandelik & Detmar Meurers. (2023) A digital game-based training improves spelling in German primary school children – A randomized controlled field trial. Learning and Instruction 87, pages 101771.
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Christina Novelli & Kristin L. Sayeski. (2022) Using Sound Walls to Promote Independent Spellers. TEACHING Exceptional Children, pages 004005992211274.
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Shayne B. Piasta & Alida K. Hudson. (2022) Key Knowledge to Support Phonological Awareness and Phonics Instruction. The Reading Teacher 76:2, pages 201-210.
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Heidi Anne Mesmer & Anna Kambach. (2022) Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness. The Reading Teacher 76:1, pages 62-72.
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Linnea C. Ehri. (2022) What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics. The Reading Teacher 76:1, pages 53-61.
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Renan de Almeida Sargiani, Linnea C. Ehri & Maria Regina Maluf. (2021) Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding. Reading Research Quarterly 57:2, pages 629-648.
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Carla Míguez‐Álvarez, Miguel Cuevas‐Alonso & Ángeles Saavedra. (2021) Relationships Between Phonological Awareness and Reading in Spanish: A Meta‐Analysis. Language Learning 72:1, pages 113-157.
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Johanne Belmon, Magali Noyer-Martin & Sandra Jhean-Larose. (2021) Effets d’un entraînement associant habiletés phonémiques et musicales sur la conscience phonémique des enfants de 5 ans. Enfance N° 4:4, pages 363-390.
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Martyna A. Galazka, Nouchine Hadjikhani, Maria Sundqvist & Jakob Åsberg Johnels. (2021) Facial speech processing in children with and without dyslexia. Annals of Dyslexia 71:3, pages 501-524.
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Anne Cathrine Thurmann-Moe, Monica Melby-Lervåg & Arne Lervåg. (2021) The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study. Annals of Dyslexia 71:3, pages 373-398.
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Hanadi Abu Ahmad & David L. Share. (2021) Foundations of early literacy among Arabic-speaking pre-school children. Applied Psycholinguistics 42:5, pages 1195-1220.
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Theresa A. Roberts. (2021) Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective. Reading Research Quarterly 56:S1.
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Kathleen J. Brown, Kelly C. Patrick, Matthew K. Fields & Grace T. Craig. (2021) Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading. Reading Research Quarterly 56:S1.
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Robyn Becker & Lesley Sylvan. (2021) Coupling Articulatory Placement Strategies With Phonemic Awareness Instruction to Support Emergent Literacy Skills in Preschool Children: A Collaborative Approach. Language, Speech, and Hearing Services in Schools 52:2, pages 661-674.
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Joy Dangora Erickson, Alessandra E. Ward, Jacquelynne Anne Boivin & Beth Fornauf. (2021) Five Principles to Nurture Motivation Within Early Reading Interventions. The Reading Teacher 74:5, pages 493-503.
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Lisa Gonzalves. 2021. Research Anthology on Adult Education and the Development of Lifelong Learners. Research Anthology on Adult Education and the Development of Lifelong Learners 1135 1155 .
Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2019) Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?. Reading Research Quarterly 55:4, pages 573-600.
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Yaacov Petscher, Sonia Q. Cabell, Hugh W. Catts, Donald L. Compton, Barbara R. Foorman, Sara A. Hart, Christopher J. Lonigan, Beth M. Phillips, Christopher Schatschneider, Laura M. Steacy, Nicole Patton Terry & Richard K. Wagner. (2020) How the Science of Reading Informs 21st‐Century Education. Reading Research Quarterly 55:S1.
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Linnea C. Ehri. (2020) The Science of Learning to Read Words: A Case for Systematic Phonics Instruction. Reading Research Quarterly 55:S1.
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Cassandra Potier Watkins, Julien Caporal, Clément Merville, Sid Kouider & Stanislas Dehaene. (2020) Accelerating reading acquisition and boosting comprehension with a cognitive science-based tablet training. Journal of Computers in Education 7:2, pages 183-212.
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Alison Porter. (2020) Learning French sound/spelling links in English primary school classrooms. EuroAmerican Journal of Applied Linguistics and Languages 7:1, pages 78-107.
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Lisa Gonzalves. 2020. Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms 41 61 .
Robin O’Leary & Linnea C. Ehri. (2019) Orthography Facilitates Memory for Proper Names in Emergent Readers. Reading Research Quarterly 55:1, pages 75-93.
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Katharine Pace Miles, Karen E. McFadden & Linnea C. Ehri. (2018) Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners. Reading and Writing 32:7, pages 1681-1704.
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Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2019) Preschoolers’ Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences. Reading Research Quarterly 54:3, pages 413-437.
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Katharine Pace Miles & Linnea C. Ehri. 2019. Reading Development and Difficulties. Reading Development and Difficulties 63 82 .
Louisa Moats. 2019. Reading Development and Difficulties. Reading Development and Difficulties 39 62 .
RENAN DE ALMEIDA SARGIANI, LINNEA CARLSON EHRI & MARIA REGINA MALUF. (2018) Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers. Applied Psycholinguistics 39:6, pages 1405-1437.
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Francina J. Clayton, Claire Sears, Alice Davis & Charles Hulme. (2018) Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Journal of Experimental Child Psychology 171, pages 46-54.
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Marie Van Reybroeck & Nathalie Michiels. (2018) Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study. Reading and Writing 31:6, pages 1319-1341.
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Katharine Pace Miles, Gregory B. Rubin & Selenid Gonzalez-Frey. (2018) Rethinking Sight Words. The Reading Teacher 71:6, pages 715-726.
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Steve Graham, Xinghua Liu, Brendan Bartlett, Clarence Ng, Karen R. Harris, Angelique Aitken, Ashley Barkel, Colin Kavanaugh & Joy Talukdar. (2017) Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing. Review of Educational Research 88:2, pages 243-284.
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Theresa A. Roberts, Patricia F. Vadasy & Elizabeth A. Sanders. (2018) Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency. Early Childhood Research Quarterly 44, pages 257-274.
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Ana Albuquerque & Margarida Alves Martins. (2017) Habilidades Iniciais de Alfabetização em Português: Pesquisa Transcultural em Portugal e no Brasil. Psico-USF 22:3, pages 437-448.
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Charles Perfetti & Lindsay Harris. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
Linnea C. Ehri. 2017. Theories of Reading Development. Theories of Reading Development 127 146 .
LuAnn Batson-Magnuson. (2016) An Analysis of the Relationship Between Phonological and Nonphonological Language and Early Reading Development. Communication Disorders Quarterly 38:2, pages 78-88.
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Claire J. McLachlan & Alison W. Arrow. 2017. Literacy in the Early Years. Literacy in the Early Years 199 220 .
Anne-Mette Veber Nielsen. (2016) Boosting Orthographic Learning During Independent Reading. Reading Research Quarterly 51:3, pages 305-322.
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Holly Lane & Paige Cullen Pullen. (2015) Blending Wheels. TEACHING Exceptional Children 48:2, pages 86-92.
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Stacey L. Tucci & Susan R. Easterbrooks. (2013) A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language. The Journal of Special Education 48:4, pages 279-289.
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Claire J. McLachlan & Alison W. Arrow. 2015. Excellence and Equity in Literacy Education. Excellence and Equity in Literacy Education 95 120 .
Jung Sook Ha & Haemoon Lee. (2014) The Effects of Pictorial Typography for Developing Korean Child ESL Learners’ Pre-Literacy Skills. English Teaching 69:4, pages 77-102.
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Claire McLachlan & Alison Arrow. (2013) Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: a quasi experimental study in five New Zealand centers. Reading and Writing 27:5, pages 819-839.
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