EARCHI
1230
S0885-2006(19)30161-9
10.1016/j.ecresq.2019.12.001
The Authors
Children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences: An exploratory study
Linda
Larsen
a
b
c
⁎
linda.larsen@fhi.no
Stefan Kilian
Schauber
d
Saskia
Kohnen
b
Lyndsey
Nickels
b
Genevieve
McArthur
b
a
The Department of Special Needs Education, Faculty of Educational Science, University of Oslo, Oslo, Norway
The Department of Special Needs Education
Faculty of Educational Science
University of Oslo
Oslo
Norway
b
ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, Sydney, Australia
ARC Centre of Excellence in Cognition and its Disorders
Department of Cognitive Science
Macquarie University
Sydney
Australia
c
Norwegian Institute of Public Health, Oslo, Norway
Norwegian Institute of Public Health
Oslo
Norway
d
Centre for Health Sciences Education, Faculty of Medicine, University of Oslo, Oslo, Norway
Centre for Health Sciences Education
Faculty of Medicine
University of Oslo
Oslo
Norway
⁎
Corresponding author at: Department of Child Health and Development, Norwegian Institute of Public Health, 0213 Oslo, Norway.
Department of Child Health and Development
Norwegian Institute of Public Health
Oslo
0213
Norway
Highlights
•
We investigated children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs).
•
There was variability in GPC knowledge across children and across GPCs.
•
GPCs that are vowels, consist of multiple letters or occur less frequently in text were more difficult for children.
•
Type and token GPC frequency did not differentially predict GPC knowledge.
•
Children did not show an advantage for the initial grapheme of their first name when asked to provide its associated phoneme.
Abstract
In this study, we examined Australian children’s knowledge of single- and multiple-letter grapheme-phoneme correspondences (GPCs), and the influence of five different factors – GPC complexity, phoneme status, the child’s name, GPC entropy, and GPC frequency – on GPC knowledge. Data from 337 Australian children enrolled in Kindergarten to Grade 3 were included in the study and analyses were performed using mixed effects models. Results indicate that GPC knowledge varied across children and GPCs, children were almost twice as likely to accurately pronounce single-letter graphemes compared to multiple-letter graphemes, and performance was better for GPCs which occur more frequently in text. GPCs with higher entropy values (less consistent) had close to 40% lower odds of being known by children. The study has practical implications by providing an evidence-based guide for the order in which GPCs should be introduced to children in schools.
Keywords
Grapheme-phoneme correspondence knowledge
Grapheme-phoneme correspondence complexity
Phoneme status
Grapheme-phoneme correspondence entropy
Grapheme-phoneme correspondence frequency
Multilevel modelling
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