Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
Year: 2018
Type: article
Abstract: As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience.
Source: Scientific Studies of Reading
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Awards: Neurochemistry as a moderator of brain networks for reading, Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children, Determinants of phenotypes within the word reading (dis)ability population: The impact of varied language experiences and child attributes on emerging reading skills
OpenAlex ID: W2804055370