caa a22 4500 469067063 CHVBK 20180323132911.0 cr unu---uuuuu 170328e19920601xx s 000 0 eng 10.1007/BF01027491 doi (NATIONALLICENCE)springer-10.1007/BF01027491 Teaching prereading skills with a talking computer [Elektronische Daten] Letter-sound knowledge and print feedback facilitate nonreaders' phonological awareness training [Roderick Barron, Jonathan Golden, Dianne Seldon, Carol Tait, Harvey Marmurek, Leonard Haines] The phonological awareness skills of nonreaders were trained using an oddity task (e.g., which word in the series ‘sit', ‘fit', ‘cat' has the odd sound in its middle position). As training progressed, the basis of the oddity decision was shifted from rhyming, to consonant onsets, to consonant and vowel phonemes. The words were spoken by a DECtalk speech synthesizer. One of the experimental groups was given printed as well as computer generated speech feedback while the other was given just computer speech feedback. The alternative training control group based their oddity decisions on meaning rather than sound and was also given just computer speech feedback. Only children with low letter-sound knowledge showed pre-test to post-test gains in performance on a rhyming task compared to the control group, and these gains were not influenced by print feedback. In contrast, only children with high letter-sound knowledge, who were given print feedback during learning, showed pre-test to post-test gains in performance on a phoneme deletion task compared to the control group. These results indicate that a combination of high letter-sound knowledge and print feedback facilitates awareness of phonemes among children who cannot yet read or spell, but awareness of rimes is not facilitated by either high letter-sound knowledge or print feedback. Although consistent with bi-directional, causal models of phonological awareness and literacy, these results indicate that the definition of literacy employed by such models may require expansion. This new definition should include proto-literacy — knowledge of letter-sound and other print-sound relationships that are learned before becoming literate and that may influence the acquisition of awareness of some sub-syllabic units of speech. Kluwer Academic Publishers, 1992 Pre-readers nationallicence Phonemic awareness training nationallicence Proto-literacy (letter-sound, print-sound relationship) nationallicence WPPSI : Wechsler preschool and primary scale of intelligence nationallicence WRAT-R : Wide range achievement test, revised nationallicence Barron Roderick Department of Psychology, University of Guelph, N1G 2W1, Guelph, Ontario, Canada aut Golden Jonathan aut Seldon Dianne aut Tait Carol aut Marmurek Harvey Department of Psychology, University of Guelph, N1G 2W1, Guelph, Ontario, Canada aut Haines Leonard University of Saskatchewan, Canada aut Reading and Writing Kluwer Academic Publishers 4/2(1992-06-01), 179-204 0922-4777 4:2<179 1992 4 11145 https://doi.org/10.1007/BF01027491 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF01027491 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Barron Roderick Department of Psychology, University of Guelph, N1G 2W1, Guelph, Ontario, Canada aut NATIONALLICENCE 700 1- Golden Jonathan aut NATIONALLICENCE 700 1- Seldon Dianne aut NATIONALLICENCE 700 1- Tait Carol aut NATIONALLICENCE 700 1- Marmurek Harvey Department of Psychology, University of Guelph, N1G 2W1, Guelph, Ontario, Canada aut NATIONALLICENCE 700 1- Haines Leonard University of Saskatchewan, Canada aut NATIONALLICENCE 773 0- Reading and Writing Kluwer Academic Publishers 4/2(1992-06-01), 179-204 0922-4777 4:2<179 1992 4 11145 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer