Abstract
The present study assessed the relation between the development of reading skills and syllable-bound progress in naming latency of grades 1 to 6 children for monosyllabic pseudowords of three orthographic structures: CVC, CCVC/CVCC and CCVCC. The naming task was a modified replication of van den Bosch (1991), in which poor readers were trained in reading aloud monosyllabic words and pseudowords. Based on the results of van den Bosch, parallel progress in naming latency over adjacent reading levels was expected between these three orthographic structures. However, the results of the present study replicated the findings of van den Bosch only partially. In the development of phonological decoding skills, beginning readers seem to use grapheme-phoneme conversions while processes at the syllabic level appear to play a role in phonological decoding when children become more competent readers. These findings are discussed in relation to current theories about the development of phonological decoding in normal readers.
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Wentink, H.W.M.J., Van Bon, W.H.J., Schreuder, R. (1997). Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?. In: Leong, C.K., Joshi, R.M. (eds) Cross-Language Studies of Learning to Read and Spell. NATO ASI Series, vol 87. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1197-5_11
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DOI: https://doi.org/10.1007/978-94-017-1197-5_11
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