Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences : An exploratory study

Journal article


Larsen, Linda, Schauber, Stefan Kilian, Kohnen, Saskia, Nickels, Lyndsey and McArthur, Genevieve. (2020). Children's knowledge of single- and multiple-letter grapheme-phoneme correspondences : An exploratory study. Early Childhood Research Quarterly. 51, pp. 379-391. https://doi.org/10.1016/j.ecresq.2019.12.001
AuthorsLarsen, Linda, Schauber, Stefan Kilian, Kohnen, Saskia, Nickels, Lyndsey and McArthur, Genevieve
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.

Keywordsgrapheme-phoneme correspondence knowledge; grapheme-phoneme correspondence complexity; phoneme status; grapheme-phoneme correspondence entropy; grapheme-phoneme correspondence frequency; multilevel modelling
Year2020
JournalEarly Childhood Research Quarterly
Journal citation51, pp. 379-391
PublisherElsevier Inc.
ISSN0885-2006
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ecresq.2019.12.001
Scopus EID2-s2.0-85078619693
Open accessPublished as ‘gold’ (paid) open access
Page range379-391
FunderUniversity of Olso
Macquarie University
Australian Research Council (ARC)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online21 Jan 2020
Publication process dates
Accepted02 Dec 2019
Deposited11 Jul 2023
Grant ID0879556
120100102
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