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dc.contributor.authorSchaefer, Blanca*
dc.contributor.authorBremer, Maike*
dc.contributor.authorHerrmann, Frank*
dc.date.accessioned2014-11-07T14:11:55Z
dc.date.available2014-11-07T14:11:55Z
dc.date.issued2014-11-07
dc.identifier.citationFolia Phoniatrica et Logopaedica, 2014, 66(3), pp. 126–131.en
dc.identifier.issn1021-7762
dc.identifier.doi10.1159/000368228
dc.identifier.urihttp://hdl.handle.net/10034/333842
dc.descriptionThis is the authors' post-print version of an article published in Folia Phoniatrica et Logopaedica© 2014. The definitive version is available at http://dx.doi.org/10.1159/000368228en
dc.description.abstractObjectives: The aim was to explore whether word initial onset awareness is acquired before phoneme awareness and whether onset complexity influences performance on identification tasks. In addition, the relationship between onset and phoneme awareness and letter knowledge was investigated. Method: In this study 22 monolingual German-speaking preschool children aged 5;00 – 5;11 were tested. Onset, phoneme identification, and letter knowledge tasks were administered. The children were presented with pictures of word pairs. Both words in each pair shared a single consonant onset, a two consonant onset cluster or the first consonant of a consonant cluster. The children were asked to pronounce the shared sound(s). Additionally, they were asked to name all 26 upper-case letters. Results: Onset awareness tasks were significantly easier to complete than phoneme awareness tasks. However, no influence of onset complexity on onset awareness performance was found. Moreover, letter knowledge correlated with all phonological awareness tasks. Conclusions: The results corroborate that phoneme awareness develops already at preschool age irrespective of explicit literacy tuition. Nevertheless, letter knowledge is closely related and should be linked to onset/phoneme awareness tasks.
dc.language.isoenen
dc.publisherKargeren
dc.relation.urlhttp://www.karger.com/Journal/Home/224177en
dc.subjectphonological awarenessen
dc.subjectphoneme awarenessen
dc.subjectonset awarenessen
dc.subjectpreschoolen
dc.subjectGermanen
dc.titleOnset and phoneme awareness and its relationship to letter knowledge in German-speaking preschool childrenen
dc.typeArticleen
dc.identifier.eissn1421-9972
dc.contributor.departmentUniversity of Sheffield / University of Chester ; Logopaedie amd Rathausplatz, Ahrensburg ; University of Chesteren
dc.identifier.journalFolia Phoniatrica et Logopaedicaen
refterms.dateFOA2018-08-13T15:39:46Z
html.description.abstractObjectives: The aim was to explore whether word initial onset awareness is acquired before phoneme awareness and whether onset complexity influences performance on identification tasks. In addition, the relationship between onset and phoneme awareness and letter knowledge was investigated. Method: In this study 22 monolingual German-speaking preschool children aged 5;00 – 5;11 were tested. Onset, phoneme identification, and letter knowledge tasks were administered. The children were presented with pictures of word pairs. Both words in each pair shared a single consonant onset, a two consonant onset cluster or the first consonant of a consonant cluster. The children were asked to pronounce the shared sound(s). Additionally, they were asked to name all 26 upper-case letters. Results: Onset awareness tasks were significantly easier to complete than phoneme awareness tasks. However, no influence of onset complexity on onset awareness performance was found. Moreover, letter knowledge correlated with all phonological awareness tasks. Conclusions: The results corroborate that phoneme awareness develops already at preschool age irrespective of explicit literacy tuition. Nevertheless, letter knowledge is closely related and should be linked to onset/phoneme awareness tasks.


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